Documents representing the internal system for assessing the quality of education. Education quality assessment system. Kazachinskaya secondary school

This provision provides for the necessary assessment procedures, the development and implementation of the VSOKO model, ensures the assessment, accounting and further use of the results obtained.

The material was developed and prepared

Vedeniktova Ekaterina Vasilievna

Deputy Director for MMR

MOU Kazachinskaya secondary school

Kazachinsko-Lensky district

Irkutsk region

POSITION

on the internal system for assessing the quality of education

municipal educational institution

Kazachinskaya secondary school

1. General Provisions.

1.1. The regulation is a regulatory document developed in accordance with the "Law on Education in Russian Federation”(Article 28, paragraph 3, subparagraph 13), on the basis of which the competence of the educational organization includes ensuring the functioning of the internal assessment of the quality of education (hereinafter referred to as VSEKO). The charter and local acts provide the legal basis for the implementation of this system in accordance with the legal documents of the Russian Federation in the field of education.

1.2. The internal system for assessing the quality of education is an activity for information support of the management of an educational organization, based on a systematic analysis of the quality of implementation educational activities, its resource provision and its results.

1.3. The Regulation applies to the activities of all teaching staff of an organization carrying out educational activities, carrying out professional activities in accordance with employment contract, including teaching staff working part-time.

1.4. The organization carrying out educational activities ensures that the necessary assessment procedures are carried out, the development and implementation of the VSEKO model, ensures the evaluation, accounting and further use of the results obtained.

1.5. The following terms are used in this provision:

The quality of education – complex characteristic educational activities and training of a student, expressing the degree of their compliance with federal state educational standards and the needs of an individual in whose interests educational activities are carried out, including the degree of achievement of the planned results of the educational program;

Condition quality– implementation of sanitary and hygienic standards for the organization of the educational process; catering at the school; implementation of measures to ensure the safety of students in the organization of the educational process.

Assessment of the quality of education- determination, with the help of diagnostic and evaluation procedures, of the degree of compliance of resource support, the educational process, educational results with regulatory requirements, social and personal expectations.

Internal system for assessing the quality of education- an integral system of diagnostic and evaluation procedures implemented by various subjects of state and public management of an educational organization, which are delegated certain powers to assess the quality of education, as well as a set of organizational structures and regulatory legal materials that ensure the management of the quality of education.

Measurement- assessment of the level of educational achievements with the help of control measuring materials in a standardized form, the content of which corresponds to the implemented educational programs.

Criterion- a sign on the basis of which the assessment is made, the classification of the assessed object.

Monitoring- complex analytical tracking of the processes that determine quantitative and qualitative changes in the quality of education, the result of which is to establish the degree of correspondence between the measured educational results, the conditions for their achievement and the provision of a generally recognized, fixed in normative documents and local acts of the system of state and public requirements for the quality of education, as well as the personal expectations of students.

Expertise- a comprehensive study and analysis of the state of educational activities, conditions and results of educational activities.

1.6. The assessment of the quality of education is carried out through:

licensing;

state accreditation;

state (final) certification of graduates;

systems of intraschool control;

monitoring the quality of education.

1.7. The sources of data for assessing the quality of education are:

educational statistics;

intermediate and final certification;

monitoring studies;

sociological polls;

reports of school employees;

visiting classes and extracurricular activities

2. Main goals, objectives and principles

internal system assessment of the quality of education.

2.1. The internal system for assessing the quality of education is focused on solving the following tasks:

Systematic monitoring and analysis of the state of the education system in an educational organization to make informed and timely management decisions aimed at improving the quality of educational activities and educational results.

Maximum elimination of the effect of incompleteness and inaccuracy of information about the quality of education, both at the stage of planning educational results, and at the stage of assessing the effectiveness of educational activities to achieve the appropriate quality of education.

2.2. The goals of the internal system for assessing the quality of education:

Formation of a unified system for diagnosing and monitoring the state of education, which ensures the identification of factors and the timely detection of changes that affect the quality of education at school;

Obtaining objective information about the functioning and development of the education system at school, trends in its change and the reasons that affect its level;

Providing all participants of educational relations and public reliable information about the quality of education;

Making reasonable and timely management decisions to improve education and raising the level of awareness of consumers of educational services when making such decisions;

Development Forecasting educational system schools.

2.3. The following principles are the basis of the WSOKO:

Objectivity, reliability, completeness and consistency of information about the quality of education;

• Realistic requirements, norms and indicators of the quality of education, their social and personal significance, taking into account the individual characteristics of the development of individual students in assessing the results of their training and education;

Openness, transparency of procedures for assessing the quality of education; continuity in educational policy, integration into the all-Russian system for assessing the quality of education;

Availability of information on the state and quality of education for various consumer groups;

Reflexivity, implemented through the inclusion of teachers in the criteria-based self-analysis and self-assessment of their activities based on objective criteria and indicators; increasing the capacity of internal assessment, self-assessment, self-analysis of each teacher;

The optimality of the use of primary data sources to determine indicators of the quality and effectiveness of education (taking into account the possibility of their repeated use;

Instrumentality and manufacturability of the indicators used (taking into account the existing possibilities of data collection, measurement methods, analysis and interpretation of data, consumer preparedness for their perception);

Minimization of the system of indicators, taking into account the needs of different levels of management; comparability of the system of indicators with municipal, regional indicators;

Mutual supplementation of evaluation procedures, establishment of interconnections and interdependence between them;

Compliance with moral and ethical standards when conducting procedures for assessing the quality of education at school

3. The procedure for organizing VSOKO

3.1. Key areas of WSOKO by levels general education for the current academic year:

conditions for the implementation of educational programs;

achievement by students of the results of mastering educational programs.

3.2. The quality of educational activities, the quality of conditions and the quality of the result determine the logical structure of the WSEKO, the composition of the persons involved in the assessment of the quality of education, the schedule of assessment procedures (monitoring system).

3.3. The internal system for assessing the quality of education is carried out in relation to the results of mastering by students and the conditions for the implementation of the educational program of the corresponding level of general education and includes:

the initial assessment necessary for the design and (or) correction of the target section of the BEP, self-assessment of the compliance of the content of education with mandatory requirements, the development of a "road map" of the conditions for the implementation of the BEP;

control assessment based on the results of the implementation of the BEP and the implementation of the "road map";

border monitoring.

3.4. The initial assessment is carried out at the stage of designing and (or) correcting the BEP of each of the levels of basic general education and does not involve an assessment of the results.

3.5. The control assessment is carried out based on the results of the development / implementation of the BEP for the current academic year and includes an assessment of:

the effectiveness of the implemented / mastered BEP;

implementation of the "road map";

achievement by students of the planned results.

2.6. The milestone monitoring of the implementation of activities of individual subprograms / components of the BEP and the analysis of the results of the intermediate certification is carried out in order to determine the effectiveness of the development / implementation of the BEP.

4. Organizational and functional structure of the WSOKO

4.1. The organizational structure that deals with intra-school assessment, examination of the quality of education and interpretation of the results obtained includes: school administration, pedagogical council, methodological council, methodological associations of subject teachers, temporary councils (pedagogical council, temporary creative and (or) working groups, etc. .d.).

4.2. School administration:

Forms a block of local acts regulating the functioning of the school's VSOKO and annexes to them, approves by order of the school director and controls their implementation;

Develops activities and prepares proposals aimed at improving the system for assessing the quality of school education, participates in these activities;

Provides, on the basis of the educational program, control and evaluation procedures, monitoring, sociological and statistical studies on the quality of education;

Organizes a system for assessing the quality of education, collects, processes, stores and provides information on the state and dynamics of development; analyzes the results of the assessment of the quality of education at the school level;

Organizes the study of information requests of the main users of the education quality assessment system;

Provides conditions for the training of school employees in the implementation of control and evaluation procedures;

Ensures the provision of information on the quality of education to the municipal and regional levels of the system for assessing the quality of education; generates information and analytical materials based on the results of assessing the quality of education (analysis of the work of the school for the academic year, public report, etc.);

Makes managerial decisions on the development of the quality of education based on the analysis of the results obtained in the process of implementing the VSEKO.

4.3. Pedagogical Council:

Contributes to the definition of strategic directions for the development of the education system at school;

Takes part in the formation of information requests of the main users of the school education quality assessment system;

Takes part in the discussion of the system of indicators characterizing the state and dynamics of the development of the education system;

Takes part in the examination of the quality of educational results, the conditions for organizing educational activities at school;

Participation in the assessment of the quality and effectiveness of the work of school employees;

Contributes to the organization of work to improve the skills of teaching staff, the development of their creative initiatives;

Takes part in the discussion of the system of indicators characterizing the state and dynamics of the development of the education system at school;

Decides on the list of subjects submitted for intermediate certification.

4.4. Methodical council and methodical associations of subject teachers:

Participate in the development of a methodology for assessing the quality of education; participate in the development of a system of indicators characterizing the state and dynamics of the development of the school;

Participate in the development of performance evaluation criteria professional activity school teachers;

Contribute to the training of school employees on the implementation of control and evaluation procedures;

Conduct an examination of the organization, content and results of attestation of students and form proposals for their improvement;

Prepare proposals for the administration to develop management decisions based on the results of assessing the quality of education at the school level.

5. Assessment of the content of education and educational activities

5.2. The assessment of the content of education is carried out by the deputy directors for educational and educational work, the pedagogical council based on the parameters and meters developed in the OO.

5.3. As part of the content of education, the following are assessed:

5.3.1. For OO classes studying in accordance with the FKGO:

compliance of the structure and content of the curriculum with the structure and content of the basic curriculum of 2004;

the availability of curricula for students mastering the OOP according to an individual curriculum;

the availability of materials confirming that the curriculum takes into account the educational needs and requests of students and (or) their parents (legal representatives) when forming the OO component;

availability of work programs for educational subjects, courses, disciplines in all subjects, courses, disciplines (modules) of the curriculum;

compliance of the content of the work programs of educational subjects, courses, disciplines in all subjects, courses, disciplines with the requirements of the Federal State Educational Standard;

availability of educational programs;

availability of a schedule extracurricular activities within the PLO;

availability of work programs and other documentation in the areas of extracurricular activities, compliance of the content with the declared direction;

implementation in full of the content of the program material in the areas of extracurricular activities;

availability of adapted educational programs;

availability of curricula for students mastering OOP in full-time, part-time and part-time forms of education; according to an individual curriculum (according to the educational needs and abilities of students).

5.3.2. For classes studying in accordance with the Federal State Educational Standard IEO, LLC, COO:

compliance of the PEP structure with the requirements of the corresponding GEF (FGOS NOO, GEF LLC, GEF SOO);

taking into account in the PEP the specifics and traditions of an educational organization, the social demand of consumers of educational services;

the presence in the curriculum of compulsory subject areas and subjects of the corresponding GEF (FGOS IEO, GEF LLC, GEF COO);

compliance with the volume of hours for a certain period of study in accordance with the requirements of the relevant FSES (FSES IEO, FSES LLC, FSES COO) and the curriculum of the educational institution by level of education;

the availability of materials confirming that the curriculum takes into account the educational needs and requests of students and (or) their parents (legal representatives) when determining the part formed by the participants in educational relations;

availability of work programs for educational subjects, courses, disciplines in all subjects of the curriculum, their compliance with the requirements of the relevant Federal State Educational Standard;

full implementation of the content of the program material on the academic subject(s), course(s), discipline(s) (implementation of work programs);

availability of a program for the formation and development of UUD;

availability of a program for the spiritual and moral development of students (for primary general education);

availability of a program of socialization and education of students (for basic general education);

availability of a plan for extracurricular activities within the framework of the BEP, its provision with work programs and other documentation in the areas of extracurricular activities, compliance with the content of the declared direction;

implementation in full of the content of the program material in the areas of extracurricular activities.

5.4. Evaluation of educational activities is carried out according to the following indicators:

5.4.1. The total number of students mastering the main educational program, including:

primary general education;

basic general education;

secondary general education.

5.4.2. Provided forms of education; the number of students receiving education in each of the forms:

part-time;

5.4.3. Provided forms of implementation of the BEP by levels of general education, the number of students receiving education in each of the forms:

using distance learning technologies;

using e-learning;

homeschooling on an individual basis.

6. Assessment of the conditions for the implementation of the main educational program

6.1. The assessment of the conditions for the implementation of the main educational program at the levels of general education is carried out by the Deputy Director for HRM, the head of the library with the assistance of the Deputy Director for AChR on parameters and meters developed in the OO .

6.2. Assessment of the conditions for the implementation of the BEP (by levels of general education) includes an analysis of:

staffing;

material and technical equipment;

quality of information educational environment;

educational and methodological support;

library and information resources.

6.3. An assessment of the conditions for the implementation of the BEP (by levels of general education) is carried out at the stage of its design / correction in order to determine the actual conditions and develop a "road map".

7. Evaluation of the results of the implementation of the BEP

7.1. Evaluation of the results of the implementation of the BEP, in part, relevant to the FCES:

7.1.1. During the period of a phased transition to the Federal State Educational Standard of general education (by levels), in relation to students mastering the BEP corresponding to the Federal State Educational Standard, only subject educational results are assessed.

7.1.2. Evaluation of subject results for the specified group of students is carried out in the following forms:

intermediate certification;

7.2. Evaluation of the results of the implementation of the PEP, in part, the corresponding GEF:

7.2.1. The assessment of the achievement of the subject results of the development of the BEP in accordance with the Federal State Educational Standards of the IEO, the Federal State Educational Standards LLC, the Federal State Educational Standards of the SOO is carried out in the following forms:

intermediate certification;

cumulative assessment of individual educational achievements of students (using portfolio technology);

final attestation of students at the institutional level (in subjects that do not go to the GIA (subjects of choice);

analysis of the results of the state final certification.

7.2.2. The assessment of the achievement of meta-subject results of the development of the BEP in accordance with the Federal State Educational Standard of the IEO, the Federal State Educational Standard of LLC, the Federal State Educational Standard of the SOO is carried out in the following forms:

complex control work;

expert opinion on the results of the students' implementation of a group project.

7.2.3. KIMs for assessing the achievement by students of the meta-subject results of mastering the OOP of the appropriate level are developed on the basis of the materials of the KIM of the federal level.

7.2.4. Recording of data on the evaluation of meta-subject results is carried out in accordance with the parameters and indicators of the Programs for Psychological and Pedagogical Support for the Implementation of the Federal State Educational Standards of the IEO and the Federal State Educational Standards of the LLC.

7.2.5. The assessment of the achievement of personal results in the development of the BEP by students in accordance with the Federal State Educational Standards of the NOU, Federal State Educational Standards LLC, Federal State Educational Standards of the SOO is carried out indirectly, through non-personalized monitoring carried out by a psychologist or other person with appropriate authority, as well as through statistical accounting of individual achievements of students in the activities of educational programs.

7.2.6. The assessment of personal results is built into educational programs developed in accordance with the implemented educational standard.

7.2.7. Recording of data on the assessment of personal results is carried out in accordance with the parameters and indicators of the Programs of psychological and pedagogical support for the implementation of the Federal State Educational Standard of the IEO and the Federal State Educational Standard of the LLC.

7.3. Current monitoring of progress and intermediate certification of students:

are organized and conducted at the MOU Kazachinskaya secondary school in accordance with the Regulations on the forms, frequency and procedure for conducting ongoing monitoring of progress and intermediate certification of students;

with the planned results of mastering the main educational program of the corresponding level of general education.

7.4. As part of the current control as a formative control, an assessment is made of the educational results planned by the work programs of teachers: subject and (or) meta-subject - depending on the implemented BEP.

Attachment 1.

To the Regulations on internal

quality assessment system

education in MOU Kazachinskaya secondary school

Objects for assessing the quality of education.

An internal system for assessing the quality of education as a condition for the effective management of a preschool educational organization.

Search for a reasonable system of objective quality assessment preschool education long time is one of the urgent tasks of management in the system of preschool education.

Article 28Federal Law No. 273-FZ of December 29, 2012 (as amended on July 3, 2016) "On Education in the Russian Federation" (as amended and supplemented, effective from July 15, 2016), defining "Competencies, rights, duties and responsibilities of an educational organization", the competence of an educational organization includes conducting self-examination and ensuring the functioning of an internal system for assessing the quality of education.

This means that the creation and operation ofinternal system for assessing the quality of education- not right educational organization,but her duty.

Under internal quality evaluation system(hereinafter VSOKO) in an educational organization refers to the activity of information support for the management of an educational institution, i.e. obtaining the most complete information for making reasonable and timely management decisions that are aimed at improving the quality of the educational process.

But it should be noted that none of the legislative acts of the Government of the Russian Federationthere are no specific requirements for the procedure and content of the system of internal assessment of the quality of education in an educational organization.

Therefore, today every educational institutionhas the right to independently determine the procedure and content of the WSEKO, taking into account its specifics, and implement the WSEKO.

When designing a VSOKO, it is necessary to consider a number of concepts:

The quality of education- a comprehensive description of the educational activities and training of the student, expressing the degree of their compliance with federal state educational standards .... and (or) the needs of an individual or legal entity in whose interests educational activities are carried out, including the degree of achievement of the planned results of the educational program.

Assessment of the quality of education- determination, with the help of evaluation procedures, of the degree of compliance of resource provision, the educational process, educational results with regulatory requirements, social and personal expectations;

The activities of the head of the provision of VSOKO provide for the development of local acts of the NGO, which are the legal basis for the implementation of this system.

The activities of the Zvyozdochka association in designing the VSOKO system can be conditionally divided into 2 stages:

Stage 1 - preparatory (installation)

Stage 2 consists in the preparation, adoption, approval and enforcement of a new legal act (regulation, regulation) that establishes the content and procedure of the WSOKO.

At the 1st stage, our association developed and put into effect the following regulatory local acts that define uniform approaches, requirements and rules for organizing the educational process in MBDOU d / s "Zvezdochka":

- "Regulations on the maintenance of documentation of educators", which regulates the general requirements and rules for planning, conducting, monitoring and analyzing the educational process, within the competence of educators;

- "Regulations on maintaining documentation of senior educators", which regulates the general requirements and rules for planning, conducting, monitoring and analyzing the educational process, within the competence of educators;

- "Regulations on control activities". The regulation sets out the requirements for the system of official control;

- "Regulations on the work program of the teacher" - regulates the procedure for the development and implementation of the RP;

- “Regulations on the assessment system individual development children” - determines the procedure for assessing the development of children in accordance with the Federal State Educational Standard.

Local acts are developed in accordance with the legislation of the Russian Federation in the field of education.

At the 2nd stage, the "Regulations on the internal system for assessing the quality of education in the MBDOU d / s" Zvezdochka "combined type" was developed, hereinafter the Regulations.

STRUCTURE of the regulation on VSOKO MBDOU d / s "Zvezdochka"

Our WSOKO Regulation has the following structure:

1. General provisions (regulatory bases, basic concepts, validity period)
2. Main goals and objectives, principles of WSOKO.
3. Objects of study
4. Organization and technology
5. Distribution of functional responsibilities of monitoring studies

There are also Annexes to the regulation - these are indicators and criteria of VSOKO.

Let's reveal the content of the listed sections

General provisions include

Regulatory bases

Clause 13, Clause 3, Article 28 of the Law of the Russian Federation "On Education in the Russian Federation" of December 29, 2012 No. 273,

The order of organization and implementation of educational activities for the main general educational programs - educational programs of preschool education (order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. 1014.),

Federal State Educational Standard for Preschool Education (order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 N 1155),

Decree of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26 “On approval of SanPiN 2.4.1.3049-13”,

Charter MBDOU d / s "Zvezdochka"

A mechanism for measuring parameters is defined - this is OOP DO

Goal of WSOKO:

Systematic monitoring and comprehensive analysis of the state of educational activities and training of the student, expressing the degree of their compliance with the Federal State Educational Standards and the needs of the individual in whose interests educational activities are carried out, including the degree of achievement of the planned results of the educational program (clause 29, chapter 2 of the Federal Law "On Education in the Russian Federation" No. 273 dated December 29, 2012) to make informed timely management decisions aimed at improving the quality of educational activities.

Tasks:

1. Obtaining objective information:

About tendencies and problems of functioning and development of MBDOU;

About the reasons influencing the dynamics of the quality of education;

On the compliance of the BEP with the requirements of the Federal State Educational Standard;

On the effectiveness of planning activities for the implementation of the BEP.

2. determination of the degree of compliance:

The forms, means and methods of teaching used in accordance with the teacher's right to freedom of choice (Article 47) and the conceptual approaches of the Federal State Educational Standard for Distance Education and the implemented PEP;

Conditions for the implementation of the educational process to the requirements of the Federal State Educational Standard.

3. assessment of the degree of advancement of a preschooler in mastering the educational program, the dynamics of his development in accordance with age and individual characteristics.

4. individualization of education, including the psychological and pedagogical support of the child, the construction of his educational trajectory and the provision of professional correction of the characteristics of his development, if necessary;

5. determination of the main strategic directions and objectives of the development of MBDOU d / s "Zvezdochka" and measures aimed at improving the quality of educational activities based on the identified causes and data obtained.

Research objects:

1. Educational environment (contingent of pupils, staffing, regulatory support).
2. Pupils (level of adaptation, development of educational areas, anthropometric indicators, achievements?)
3. Teaching staff (level of competence, quality and results of work, analysis of difficulties, conformity, achievements)
4. Educational process (regime moments, organization of work activities, conditions for organizing the process)

Organization and technology of VSOKO

1. Comprehensive monitoring is carried out at least 1 r per year
2. The main directions of VSOKO:

Compliance with the OOP DO GEF DO;

Compliance of the conditions for the implementation of the BEP with the requirements of the current legislation;

The results of the development of the program

3. The organizational basis of the WSOKO plan, which determines the form, timing, direction, responsible is the annual plan.

* When conducting WSOKO, it is possible to draw up a separate plan-schedule for monitoring.

4. The WSOKO procedure involves a sequence of actions (collection, processing and analysis of data, identification of mechanisms for solving problems, making management decisions, disseminating the results obtained)

1. Methods of conducting VSOKO (observation, survey, interview)
2. Forms, self-examination, cross-checking, cross-checking. (Thematic, operational, frontal control, visual inspection, included pedagogical observation, monitoring of personal qualities, psychological and pedagogical diagnostics, control and verification activities, portfolio analysis, study of submitted documents and materials, introspection, self-assessment)
3. Main directions:
   - compliance with the OOP GEF DO;
   - compliance of the conditions for the implementation of the BEP with the requirements of the legislation
   - planned results of the development of BEP DO
4. The result of the VSOKO can be drawn up in the form (analytical reports, information sheets, self-examination report)
5. Based on the results, problems are identified, management decisions are made

Distribution of functional responsibilities of the participants of the VSOKO.

1. The composition of the participants according to the WSOKO assessment includes:

From the administration
- director

Senior Methodist

Deputy Director for ACH

HSE Engineer

From SP d / s

manager

senior caregiver

Specialists

educators

2. Distribution of functional responsibilities within the competence of their position (briefly on the slide)

In the structure of the Regulations, you can include the section Paperwork, where you can indicate the requirements for the design of materials based on the results of the VSOKO.

But we decided that this is not advisable, since these requirements are indicated in the Regulations developed at the 1st stage.

Applications.

The indicators and criteria of VSEKO are developed taking into account the fact that one of the main mechanisms for measuring the parameters characterizing the quality of preschool education is the procedure for analyzing one's own activities in the implementation of the main general educational program of an educational organization (hereinafter BEP OO). OOP OO is a program document that contains not only the implemented content of education, but also the creation of the necessary conditions.

A good basis for the development of indicators and criteria was "Indicators characterizing the general criteria for the quality of educational activities of organizations engaged in educational activities", approved by order of the Ministry of Education and Science of the Russian Federation dated 05.12.

The indicators were taken partially, only those that determine the quality education and supplemented by us in accordance with the direction of the VSOKO

ON THE SLAY TO DISPLAY A COMPARATIVE TABLE OF INDICATORS OF THE VSOKO AND INDEPENDENT EVALUATION

Application No. 1

Indicators characterizing the compliance of the BEP DO GEF DO

Application No. 2

Indicators characterizing the compliance of the conditions for the implementation of the BEP with the requirements of the current legislation

Application No. 3

Indicators characterizing the results of the implementation of the BEP

In the context of the completion of the process of introducing the Federal State Educational Standard and the beginning of the transition to the implementation of the Federal State Educational Standard, in our opinion, these indicators are relevant. But the indicators can be revised annually, depending on the selected areas of WSOKO.

We see that WSOKO is not only a complex analysis, but an integrative one.

So well-designed OO program. is not yet a guarantee of quality. Conditions are necessary for its implementation.

Similarly: excellent conditions are also not a guarantee if, for example, the OOP is developed with violations of the regulatory requirements for it.

In indicators characterizing the results of the implementation of the BEP DO, we carry out the level of development of the program by educational areas

Since the Federal State Educational Standard regulates that

4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children * (7). The development of the Program is not accompanied by intermediate certification and final certification of pupils * (8).

4.5. Targets cannot serve as a direct basis for solving managerial tasks, including:

certification of teaching staff;

assessment of the quality of education;

It should be noted that one of the indicators characterizing the results of the implementation of the BEP is the satisfaction of parents with the quality of education (a survey is being conducted).

For each direction of the WSOKO, conclusions are drawn, analytical reports are drawn up, recommendations are made, meetings of pedagogical councils, a methodological council, PMPK, administrative meetings are held, if necessary, management decisions are made, orders are issued.

Results of the WSOKO:

1. At this stage, the adjustment of the BEP DO is not required, but the adjustment of the RP of teachers is required
2. The developing teaching staff needs to be brought into line with the Federal State Educational Standard
3. A plan-program was drawn up to bring the conditions in line with the requirements of the legislation (sanitary, fire, etc.)
4. The goals and objectives of management activities for the next year were determined.
5. The ability to assess the level of openness and transparency of the educational process from the point of view of parents (legal representatives)

It should be noted that the results obtained revealed the need to analyze the DEVELOPMENT PROGRAM and MAKE ADJUSTMENTS

Thus, it can be unequivocally saidthat the organization of VSOKO is one of the tools for managing the functioning and development of the ECE.

In accordance with the content of the Federal Law of December 29, 2016 No. 273-FZ "On Education in the Russian Federation", ensuring the quality of the educational process, which should be understood as the compliance of students' knowledge with the requirements of the Federal State Educational Standard, is one of the significant responsibilities of the organization. Internal system for assessing the quality of education at school(hereinafter referred to as VSEKO) - an organizational model that provides for the systematic collection and analysis of information on the content of education, the results of the development of program requirements by schoolchildren, the conditions for the implementation of basic and additional educational programs, followed by the identification of problems and the correction of shortcomings.

VSOKO is characterized by:

• close relationship with the school monitoring system and HSC (at the same time, the identification of HSEKO and HSC is erroneous);
• compliance with external procedures for assessing the quality of school education;
• strict consideration of federal requirements, in particular, the procedure for conducting self-examination procedures by the PA.

Internal system for assessing the quality of education at school: main issues

In accordance with current regulations, the development and operation of internal system for assessing the quality of education at school refers to the competencies of an educational organization and is one of the main areas of management activity. The need to organize a VSEKO system is due to the importance of forming a unified system for assessing the state of general education in the context of an active transition to the Federal State Educational Standard and maintaining a significant difference in the material, technical, personnel, and financial support of educational institutions, the relevance of finding reasons that affect the quality of educational activities and cause a difference in the results obtained, the need to provide information about the quality of education to all participants in the educational process. Moreover, in the conditions of functioning of the VSEKO, it is simplified to make timely management decisions on improving the educational process and increasing the level of satisfaction of consumers of educational services, and it also guarantees the possibility of predicting the main trends in the development of the sphere. And although the current regulatory legal acts do not present uniform requirements for organizing an internal system for assessing the quality of education in a school, the need to develop it within the framework of its own approach is a prerequisite for the successful functioning of the institution.

On the this moment complexity formation of an internal system for assessing the quality of education at school lies in a wide misunderstanding of the difference between the HSC and VSOKO modules, the structural goals of the practice of complex assessment of activities, the lack of awareness of the administrative staff about the methods for implementing this organizational and managerial decision and interpreting the results. In this regard, within the framework of this article, it is advisable to highlight the key tasks of VSEKO in an educational organization:

1. Determination of the level of compliance of the content of the educational programs being implemented with the regulatory requirements and requests of the participants in the educational process.
2. Guaranteeing the availability of quality education to all schoolchildren, including within the framework of inclusion.
3. Assessment of the current level of individual educational achievements of students - subject, personal and meta-subject.
4. Identification of factors influencing the quality of the educational process.
5. Providing assistance to the professional growth of teachers participating in monitoring projects and improving the quality of education in the organization.
6. Determination of priority areas for improving the qualification level of teachers, updating work on the issues of attestation assessment and self-development.
7. Develop a rating system for assessing pedagogical work and a mechanism for calculating incentive payments.
8. Expansion of the participation of the parent community in the management of the quality of school education in each institution.

The organization of an effective structure of the VSEKO at the school provides for the definition of key management functions in the direction, the development of relevant local acts, the appointment of those responsible and the determination of the procedure for interpreting and applying the results of the assessment.

Regulations on the internal system for assessing the quality of education in educational institutions in the 2018-2019 academic year

As part of the project for the development and implementation of VSOKO, one of the key tasks assigned to the director of the organization is the development regulations on the internal system for assessing the quality of education at school- a local act regulating the procedure for activities in the direction. It is recommended to include the following content blocks in this provision:

1. General provisions (normative justification, decoding of the concepts and abbreviations used).
2. Organization of VSOKO - a short description of the objects of assessment and the main control and monitoring activities.
3. Evaluation of educational achievements of the results of schoolchildren - forms of attestation assessment, the procedure for submitting, recording and interpreting summary data.
4. Evaluation of educational activities - objects of control (basic and additional educational programs) and criteria for testing them for compliance with regulatory requirements.
5. Assessment of the conditions for the implementation of the program content - the procedure for conducting the initial assessment, systematic monitoring and evaluation activities.
6. Monitoring (list of events and timing, procedure for registration and presentation of results).
7. WSOKO documents - description of preparation and submission procedures.

Structure regulations on the internal system for assessing the quality of education in educational institutions in 2018-2019 academic year may be different (if there are regional samples, it is necessary to focus on them). The main thing is to reflect in this local act the features of the VSOKO model used, the principle of distribution of responsibilities between employees, the list of activities that are to be implemented as part of the work in the direction, the procedure for fixing the results necessary for making corrective administrative decisions.

Answer Elena Gubanova, Professor of the Department of Management of Educational Systems of the ISGO MSGU, Associate Professor, Honorary Worker of Higher Professional Education, Ph.D., Tatyana Shcherbakova, Deputy Director of MBOU " secondary school No. 1 im. Hero Soviet Union B.N. Emelyanov" and Yulia Medvedeva, Chief Editor edition of “Education and education. School”, Ph.D.

Among the mandatory local acts, the preparation of which is necessary for the implementation of VSOKO, also includes a schedule of control measures, which should be drawn up taking into account the timing of the HSC with the obligatory indication of the timing of the implementation of the tasks, responsible persons and the list of reporting documentation. To ensure high performance indicators of control and evaluation work, copying of similar events should be abandoned. The optimal management model is when the results of monitoring evaluation are used in the preparation of reports on internal control and self-examination.

All interested participants in the educational process should be familiarized with the local documentation governing the VSOKO, first of all, the content of the documents should be discussed at a meeting of the governing council. The opinion of teachers, parents and students should also be taken into account - otherwise, additional difficulties may arise in the implementation of the project.

What blocks to include in the system of internal assessment of the quality of education

In the context of the need to introduce a set of measures aimed at identifying the compliance of the content of the educational process with federal standards and requirements, a high risk of formalism remains. The assessment of the quality of education is not just a comprehensive description of the indicators of educational activities in a particular school, but, first of all, an effective mechanism for the development of the industry, creating optimal conditions for conducting effective pedagogical process. That is why it is so important for the head of the educational institution to ensure the consistent implementation of VSEKO, focusing on the need to assess the conditions for the implementation of the BEP and plan the educational results of students, which is reflected in the documents presented below.

The main question that remains relevant for the heads of many schools is what content blocks should be included in the ESEKO system in order to ensure its compliance with regulatory requirements and ensure the high efficiency of the supervisory function? In accordance with the Standard, it is imperative to control the process of implementing the main program content, and this area includes almost all areas of work of a modern educational organization. Thus, in internal assessment of the quality of education at school in the context of the Federal State Educational Standard should include at least three content blocks - the quality of the implementation of the BEP, indicators of the conditions for its implementation and the educational achievements of schoolchildren. If we add to this evaluation additional education, then it is possible to completely abandon the parallel implementation of the WSC in connection with the implementation of the control function within the framework of monitoring activities.

Let us dwell on the main blocks of VSOKO events in more detail.

Block 1. Evaluation of the results of mastering the program content by students.

Work in this area provides for the need to implement a control and evaluation function in relation to the following indicators:

• the substantive results of mastering the BEP by children, including graduates of grades 9 and 11;
• meta-subject achievements of students;
• indicators of personal growth of students, in particular in the field of socialization and career guidance;
• dynamics of the state of health of schoolchildren;
• educational success demonstrated at competitions, competitions, olympiads, themed holidays;
• satisfaction of the parent community with the quality of the provision of educational services.

To optimize the evaluation process learning activities, school administrations are encouraged to initiate the application of the criteria tools prescribed in the structure of the programs being implemented. Such a management decision will reduce the level of workload on teachers and obtain reliable data on all indicators of interest.

Block 2. Evaluation of educational activities.

The system of internal assessment of the quality of education is primarily based on a comprehensive assessment of the entire educational process conducted by the school, including the additional educational module. As part of this, it is advisable to evaluate:

• the content of the BLO for compliance with regulatory requirements;
• additional educational programs (do they meet the cognitive needs of schoolchildren and the expectations of parents);
• features of the implementation of curricula and programs;
• the quality of conducting classroom and extracurricular activities, individual pedagogical work with children (including within the framework of class management);
• indicators of satisfaction of children and their parents with classes and stay at school in general.

It is most convenient to carry out monitoring and evaluation activities in accordance with analysis sheets, the structure and content of which is compiled at the training council, tested, corrected and supplemented. Teachers should be familiarized with the applied criterion scale in advance in order to avoid misunderstandings. The results for the reporting period are transferred to the teacher for review against signature with recommendations on what indicators of educational activities need to be improved in the future. As part of the repeated control, the dates of which are set in advance, it is advisable to monitor the dynamics of pedagogical achievements.

Block 3. Assessment of the conditions for the implementation of educational activities.

Changes recent years that have occurred in the educational environment, provide for mandatory control of the conditions for conducting the educational process and their correlation with federal requirements. Building a successful sample of the internal system for assessing the quality of education at school possible, subject to a comprehensive check of all significant indicators that affect the level of provision of pedagogical services:

1. Staffing (the level of staffing of the PA with pedagogical, managerial and auxiliary workers, the correspondence of their qualification characteristics to the nature of the activities being carried out, the existence of a system of continuous professional education).
2. Financing (are there enough financial resources to ensure that the requirements of the Federal State Educational Standard and the PLO are met at the proper level, is the cost structure worked out).
3. Material and technical conditions necessary for the formation of high personal, subject and meta-subject competencies (compliance with sanitary and hygienic standards, an indicator of the availability of the educational environment for all students without exception).
4. Psychological and pedagogical conditions. In the course of the ESEKO, it is necessary to assess the formation of the principles of the continuity of education, taking into account the psycho-age characteristics of the development of children in the preparation of work programs and plans for educational activities, the availability of opportunities to increase the psychological and pedagogical potential of participants in the educational process and the level of implementation of professional support (the work of the school psychological service).
5. Information and methodological, which include the methodological and software developments available to school employees, didactic materials, educational equipment necessary for effective learning according to approved programs, including within the framework of distance education. This item also assesses the staffing of the school with textbooks, methodological literature for teachers and determines the level of formation of information support for the educational process through maintaining its own Internet page.

The difference between the intra-school system for assessing the quality of education at school and HSE

In the context of the formation of the practice of systematic assessment of the quality of the educational process at the state level, when the first successes of work in this area are only being consolidated in the regions, the risk of full or partial identification of both WSEKO and HSC remains. The difference between the two indicators of the educational system is clearly shown in the table.

Noting the difference between VSOKO and HSC, one should pay attention to the fact that the “loan” of certain data for the evaluation audit from the control system is the best organizational solution that reduces the burden on the participants in the educational process, but it is unlikely that these two processes will be completely compiled. . Criteria and indicators of the internal system for assessing the quality of education should be made publicly available, and certain areas of the school’s work (for example, performance indicators of individual pedagogical technologies, the procedure for electronic document management, the execution of local acts, etc.) it is inappropriate to submit to the public without good reason. In addition, individual HSC indicators in a certain period of time may be below the criteria minimum, which, if published, will negatively affect the reputation of the school. At the same time, going beyond these limits, provided that excellent indicators are obtained, will help to strengthen the image of the NGO. Thus, it is expedient to conduct HSC and VSOKO in parallel, ensuring their maximum compilation, and at the same time leaving opportunities for the rapid identification and elimination of imperfections in the educational process.

results internal assessment of the quality of education in an educational organization recommended to be used when preparing a self-examination report, during which an audit of teaching and educational activities, managerial work, organization of classroom and extracurricular activities, demand for graduates, quality of used educational and teaching materials. In the self-examination report, the WSOKO data can be presented as follows:

• evaluation of the program content and educational work - in the section "Educational activities";
• assessment of the conditions for the implementation of program content - in the information block dedicated to the quality of material, technical, personnel, methodological and information resources;
• assessment of educational achievements of schoolchildren - in the section "Content and quality of training of students".

Internal system for assessing the quality of education at school: advanced training for heads of educational institutions

In most Russian schools, a system of intra-school control is already successfully operating, which guarantees the functioning of the educational level at the proper level, while the organization of a continuous audit of the quality of education continues to cause practical difficulties for most managers. For this reason, in order to create a successful an example of an intra-school system for assessing the quality of education in accountable school it is advisable for the director to improve professional competencies in a number of indicators, which can be done sequentially, in the course of self-education, or by mastering a comprehensive thematic qualification program.

For the successful design of the VSEKO system, the school principal must know the current legislative norms in the field of education, the provisions of the Federal State Educational Standard, federal and regional regulations governing the development and implementation of a system for assessing the quality of education, modern technologies, methods and approaches for conducting control and evaluation procedures and audit the process of implementing the program content and educational achievements of schoolchildren. Additionally, the head of an educational organization must be proficient in the applied aspects of WSEKO modeling, which can be achieved by studying the developments of colleagues, thematic publications, and expert recommendations.

Under the condition of successful management activities in the direction of the internal system of audit and evaluation of the quality of school education can become not only an effective tool for self-examination and information transparency of the organization, but also a significant factor in increasing the level of professional motivation of teaching staff. The data obtained in the course of planned control and evaluation procedures can be used to prepare teachers for attestation assessment, in the course of developing priority areas for self-education.

1. Federal Law from the Federal Law “On Education in the Russian Federation” (Art. 28, 29, 95, 97). 2. Rules for the formation of an independent system for assessing the quality of work of organizations providing social services (Decree of the Government of the Russian Federation dated). 3. The state program of the Russian Federation "Development of education" for years (Decree of the Government of the Russian Federation from r). 4. The procedure for conducting self-examination by an educational organization (order of the Ministry of Education and Science of the Russian Federation dated). 5. Rules for monitoring the education system (Decree of the Government of the Russian Federation dated). 6. Performance indicators of an educational organization subject to self-examination (order of the Ministry of Education and Science of the Russian Federation dated). 7. Indicators of monitoring the education system., * Order of the Ministry of Education and Science of the Russian Federation of 1015 "On approval of the Procedure for organizing and implementing educational activities in the main general educational programs of primary general, basic general and secondary general education."

From the state program "Development of Education" for the year. One of the objectives of the Program is to create modern system assessment of the quality of education based on the principles of openness, objectivity, transparency, public and professional participation. The implementation of the task provides for the development and implementation of a national system for assessing the quality of education, monitoring studies in education, developing participation in international comparative studies of the quality of education and creating an infrastructure for making decisions to improve the quality of education based on the results of participation, expanding the participation of employers and the public in assessing the quality of education.

From the Federal Law of the Federal Law "On Education in the Russian Federation" Art. 28, paragraph 13: The competence of the educational organization includes conducting self-examination, ensuring the functioning of the internal system for assessing the quality of education. Art. 29, part 2, item 3: Educational organizations ensure the openness and accessibility of the report on the results of self-examination. The performance indicators of an educational organization subject to self-examination and the procedure for its conduct are established by the federal executive body that performs the functions of developing public policy and legal regulation in the field of education. Article 95, paragraph 1: An independent assessment of the quality of education is carried out in relation to organizations engaged in educational activities and educational programs implemented by them in order to determine whether the education provided meets the needs of individuals in whose interests educational activities are carried out, to assist them in choosing an organization that carries out educational activities. educational activities, and educational programs, increasing the competitiveness of organizations engaged in educational activities, and the educational programs they implement.

From the Federal Law of the Federal Law "On Education in the Russian Federation" Art. 97, paragraph 1, paragraph 2: Local governments and organizations engaged in educational activities ensure openness and accessibility of information about the education system. Information about the education system includes official statistical data related to the education system, education system monitoring data and other data. Item 3: Monitoring of the education system is a systematic standardized monitoring of the state of education and the dynamics of changes in its results, the conditions for the implementation of educational activities, the contingent of students, educational and extracurricular achievements of students, professional achievements of graduates of organizations engaged in educational activities, the state of the network of organizations engaged in educational activity. Clause 5: The procedure for monitoring the education system, as well as the list of mandatory information subject to monitoring, is established by the Government of the Russian Federation.

Internal monitoring of the quality of education is focused on solving the following tasks: * systematic monitoring and analysis of the state of the education system in an educational institution in order to make informed and timely management decisions aimed at improving the quality of the educational process and educational results. * maximum elimination of the effect of incompleteness and inaccuracy of information about the quality of education, both at the stage of planning educational results, and at the stage of evaluating the effectiveness of the educational process to achieve the appropriate quality of education.

From the Rules for monitoring the education system, clause 4: Organization of monitoring is carried out by the Ministry of Education and Science of the Russian Federation, the Federal Service for Supervision in Education and Science, and other federal government bodies which have in their charge organizations engaged in educational activities (hereinafter referred to as state authorities), executive authorities of the constituent entities of the Russian Federation exercising state administration in the field of education (hereinafter referred to as executive authorities of the constituent entities of the Russian Federation), and local governments exercising control in in the field of education (hereinafter referred to as local self-government bodies). The indicators for monitoring the education system and the methodology for calculating them are determined by the Ministry of Education and Science of the Russian Federation in accordance with the list of mandatory information on the education system subject to monitoring, approved by Decree of the Government of the Russian Federation of August 5, 2013 N 662.

From the Procedure for conducting self-examination, paragraph 3, paragraph 5, paragraph 6: Self-examination is carried out by the organization annually. The terms, the form of self-examination, the composition of the persons involved in its conduct are determined by the organization independently. The performance indicators of an organization subject to self-examination are established by the federal executive body that performs the functions of developing state policy and legal regulation in the field of education. Clause 7: The report is signed by the head of the organization and certified by its seal.

Art. 97, paragraph 1: ... local governments and organizations engaged in educational activities ensure openness and accessibility of information about the education system. Availability of information about the education system Provided by: 1. local governments through the monitoring of the education system (Art. 97, item 3). 2. educational organizations through the functioning of the WSEKO and the self-examination procedure (Art. 28, paragraph 13)

Municipal monitoring of the system of general education Regulatory framework: 1. Rules for monitoring the education system, approved by Decree of the Government of the Russian Federation dated). 2. Indicators of monitoring the education system (Order of the Ministry of Defense and N of the Russian Federation of 1324, reg of the city).

1. The quality of educational outcomes: subject learning outcomes (including comparison of data from internal and external diagnostics, including GIA-9 and the Unified State Examination); meta-subject learning outcomes (including comparison of data from internal and external diagnostics); personal results (including indicators of students' socialization); the results of mastering the main general educational program of preschool education by pupils; students' health (dynamics); achievements of students at competitions, competitions, olympiads; satisfaction of parents with the quality of educational results. * Content of education quality monitoring

List of mandatory information on the education system to be monitored Information on the development of primary general education, basic general education and secondary general education: a) the level of accessibility of primary general education, basic general education and secondary general secondary general education; b) the content of educational activities and the organization of the educational process for educational programs of primary general education, basic general education and secondary general education; c) staffing of general educational organizations, other organizations engaged in educational activities in terms of the implementation of basic general educational programs, as well as assessment of the level wages teaching staff; d) material, technical and information support of general educational organizations, as well as other organizations engaged in educational activities in terms of the implementation of basic general educational programs; e) conditions for obtaining primary general, basic general and secondary general education by persons with disabilities and disabled people;

E) the results of attestation of persons studying in educational programs of primary general education, basic general education and secondary general education; g) the state of health of persons studying in basic general education programs, health-saving conditions, conditions for organizing physical culture, health and sports work in general education organizations, as well as in other organizations engaged in educational activities in terms of implementing basic general education programs; h) change in the network of organizations engaged in educational activities for basic general education programs (including the liquidation and reorganization of organizations engaged in educational activities); i) financial and economic activities of general education organizations, as well as other organizations engaged in educational activities in terms of the implementation of basic general education programs; j) creation of safe conditions in the organization of the educational process in educational institutions. List of mandatory information on the education system to be monitored

Some indicators of monitoring the system of general education 1. Enrollment of children in primary general, basic general and secondary general education (the ratio of the number of students in grades 1–11 (12) of general education institutions to the number of children aged 6.5–18 years). 2. The share of educational organizations implementing programs of primary general, basic general and secondary general education using e-learning, in their total number. 3. The share of general educational organizations using the network form in the implementation of programs of primary general, basic general and secondary general education, in their total number. 4. The number of students in general education organizations per: 1 teacher, per 1 teacher. 5. The share of the number of heads of general education organizations who have undergone advanced training or professional retraining over the past three years in the total number of heads of general education organizations. 6. The number of personal computers used for educational purposes, per 100 students of general educational institutions: total and those with access to the Internet.

Some indicators of monitoring the system of general education 7. The proportion of general education institutions in which there are conditions for unhindered access for disabled people, in their total number. 8. The share of children with disabilities studying in regular classes of general education organizations in the total number of children with disabilities enrolled in general education programs. 9. The share of students of general educational organizations using hot meals in their total number. 10. The share of extrabudgetary funds in the total amount of funds of general educational organizations. 11. The share of general educational organizations with security in their total number. 12. The share of educational institutions with a video surveillance system in their total number.

Presentation of the results of monitoring the system of general education 1. On the Internet: - an annual report on the results of the state and prospects for the development of education; - rating of educational organizations based on monitoring results. 2. To the Department of Education of the Administration of the Pskov District: - an annual report on the results of the state and prospects for the development of education no later than September 15th.

Self-examination by an educational organization Regulatory framework: 1. The procedure for conducting self-examination by an educational organization, approved by order of the Ministry of Education and Science of the Russian Federation dated

Self-examination procedure 1. Development and approval of a regulatory legal act on self-examination. 2. Planning (timing of the self-examination; those responsible for the analytical part in all areas of the self-examination; those responsible for filling out the table of indicators; the timing of meetings with the director to summarize the results of the self-examination; the timing of the pedagogical council to review the results of the self-examination; the timing of the approval of the report by the director and posting the report on the website organizations). 3. Organization and conduct of self-examination (issuing orders, carrying out work). 4. Summarizing the results of self-examination and generating a report (meeting with the director, finalizing the report). 5. Consideration of the report at the pedagogical council. 6. Signing of the report by the director, placement on the website of the organization and submission to the founder.

The structure of the report on the results of self-examination 1. Analytical part. Reflects the state of: - educational activities (class structure, PM, ongoing educational programs, assessment system, etc.); - management systems (management structure, management bodies); - the content and quality of student training (performance and quality of education in general in the educational institution and in the context of various subjects, classes, the results of passing the GIA, etc.); - organization of the educational process (working hours of the educational institution, calendar study schedule, intermediate certification, etc.); - the demand for graduates (their further definition); - the quality of the staff average age teachers in general in educational institutions and in the context of subjects, education and qualifications, passing training and retraining courses, etc.); - educational and methodological support (types of subjects, courses, teaching materials, textbooks, etc. used in the work of programs); - library and information support (equipment of libraries with textbooks, availability of electronic educational resources, etc.); - material and technical base; - WSOKO functioning (WSOKO structure, implementation mechanism, etc.)

The structure of the report on the results of self-examination 2. Analysis of indicators. It is reflected in the table of indicators with comments on the dynamics for 3 years: Indicators of the activity of a general educational organization p / p Indicators Value of the indicator Comment In total, there are 2 groups of indicators in the table: 1. Educational activity (23 indicators for students, 11 indicators for personnel). 2. Infrastructure (6 indicators).

Infrastructure indicators 2. Infrastructure Unit of measurement 2.1 Number of computers per student units 2.2 Number of copies of educational and methodological literature out of the total number of registered library stock storage units per student 2.3 Presence of an electronic system in an educational organization document flow yes/no computers located in the library premises yes/no With controlled printing of paper materials yes/no 2.5 Number/share of the number of students who are provided with the opportunity to use broadband Internet (at least 2 Mb/s) in the total number of students persons/% 2.6 Total area premises, in of which educational activities are carried out, per student sq. m

Presentation of the results of the self-examination 1. On the Internet: the annual report on the results of the self-examination is posted no later than September 15th. 2. To the founder: the annual report on the results of self-examination as of August 1 is sent no later than September 15.

The structure of the internal system for assessing the quality of education VSEKO Mandatory part Free part (example) Indicators of municipal monitoring of the general education system (MMSE) Indicators of self-examination Regional criteria for indicators of state accreditation of educational activities Additional indicators at the discretion of the school (for example, the level of schoolchildren's learning in mathematics, the quality of teaching OO subjects "Philology", etc.) Take into account the intersection of indicators

Normative legal act of a general educational organization on the functioning of the VSOKO Act structure: 1. Normative base for the development of the document. 2. Goals of document development. 3. Measured objects VSOKO. 4. Forms and methods of measuring objects VSOKO. 5. Periodicity of measurement of VSOKO objects. 6.Tools and indicators for measuring VSOKO objects. 7. Persons responsible for the measurement of VSOKO objects. 8.Terms and forms of providing the results of measurement of VSOKO objects.

The central trends in ensuring a high level of education are focusing on the needs of students and creating optimal conditions for their learning and development. The assessment of the quality of education in this case is seen as the key to solving urgent problems of school strategic planning. Recipe 1. A clear understanding of the task and scope (orientation to the needs of the customer). 2. Careful study of existing documents and forecasting. 3. Leadership support, including ideological and financial support. 4. Internal infrastructure, qualified personnel and modern technologies.

* According to part 7 of article 28 of the Federal Law 273-FZ educational organization is responsible for non-performance or improper performance of the functions within its competence, incl. for the implementation of incomplete educational programs in accordance with the curriculum, the quality of education of their graduates.

* In accordance with Part 2 of Article of the Code of Administrative Offenses of the Russian Federation, the implementation of incomplete educational programs in accordance with the curriculum and schedule of the educational process ... entails the imposition of an administrative fine on officials in the amount of 20 thousand to 40 thousand rubles, on legal entities - from 50 thousand to 100 thousand rubles.

* In accordance with clause 1, part 1, article 48 of Law 273-FZ teaching staff are required to carry out their activities at a high professional level ensure the full implementation of the taught subjects, courses, disciplines (modules) in accordance with the approved work program.

Failure to fulfill this obligation entails disciplinary liability in accordance with the rules established by the Labor Code of the Russian Federation from the Federal Law, in the form of announcing a remark or reprimand. In case of repeated failure to fulfill this obligation, the head of the PA may apply disciplinary action in the form of dismissal on the basis of clause 5, part 1, article 81 of the Labor Code of the Russian Federation.

Sections: School administration

The All-Russian system for assessing the quality of education regulates the creation of an internal system for assessing the quality of the educational process, which is built taking into account the main subjects and components of the educational process: students, educators and resource support (organizational, logistical, educational and methodological, informational, financial).

According to the concept of the all-Russian system for assessing the quality of education, the internal system for assessing the quality of education provides for the use of the following assessment tools:

1. Self-assessment of students.
2. Internal monitoring of the quality of education.
3. Evaluation of educational programs.
4. OS self-assessment.
5. Evaluation of teaching staff.
6. Evaluation of the individual achievements of students, including the state (final) certification of graduates and intermediate certification of students within the framework of the internal education quality control system.

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.

The solution to the problem of the quality of education depends on how timely and adequately the school responds to changes in the external environment, and on the needs of society. A conscious influence on emerging processes is necessary, which is impossible without studying their dynamics. Ensuring the proper quality of the educational system is achieved through objective information about the functioning and development of all its elements, obtained in the monitoring mode.

In a modern school, the correct distribution official duties in the organization of the educational process and the involvement of teachers in school management allows expanding the base of management and self-government, which is also an important resource for improving the quality of the educational process.

Effective management of any complex matter, dynamic object and forecasting of its possible changes is possible only on the basis of a continuous flow of information and analysis of its state and those processes that ensure the dynamic balance of the system or threaten to upset it, therefore, to understand the processes occurring in education, for real management they need continuous monitoring of the state of the system, that is, monitoring.

It should be noted that it is not the first year of the MOU “Boarding School of Secondary (Complete) General Education with. Nyda" takes part in all-Russian, regional monitorings such as: "Our new school", "School is a leader in education", Unified State Examination, GIA-9. The boarding school systematically uses the elements of monitoring the educational process: the level of educational achievements of the class in subjects is monitored, the nature of the dynamics is monitored by quarters, half-years, for the year. The ongoing monitoring is carried out according to the reports of class teachers and subject teachers. The analytical part of the monitoring is reduced to assessing the level of learning of the entire class in comparison with the indicators of the previous period. But such monitoring does not allow to see the dynamics of learning of each student separately. This is due to the traditional processing of monitoring results and the inability to track the dynamics of changes in an individual student in the school as a whole. Very often, students show a low level of achievement for various reasons that are not directly related to this academic subject:

• backlog in the subject due to absences due to illness;
• negative attitude towards the teacher of this subject;
• low level of cognitive interest in this subject against the background of a general low culture in society.

Thus, we consider the quality of education as a set of indicators that characterize the effectiveness of the activities of an educational institution in order to develop the personality of a student and teacher, implemented on the basis of information technology.

The boarding school has developed learning quality assessment model(fig.1)

Under the conditions of the introduction of the Federal State Educational Standard, the system for assessing the quality of the educational process is also characterized through the relationship of internal and external assessment systems, which complement, mutually condition, mutually stimulate each other.

In the federal target program development of education for 2011-2015, approved. Decree of the Government of the Russian Federation of 07.02.2011 No. 61, the development of a system for assessing the quality of education and the demand for educational services is one of the priority tasks, the solution of which provides for:

• creation and implementation of an independent system for assessing the results of education at all levels of the education system;
• development of a system for assessing the quality of vocational education;
• creation of a unified information system in the field of education;
• increasing the efficiency of public and professional accreditation of educational programs.

A new component of the internal system for assessing the quality of the educational process of the Municipal Educational Institution "Boarding School of Secondary (Complete) General Education with. Nyda" can be traced in the model of the system for assessing the quality of education and is a complex of interrelated and interdependent structural elements grouped into blocks (Fig. 2.)

Model of the internal system for assessing the quality of the educational process in the context of the implementation of the Federal State Educational Standard

Block 1 "Implementation of individual training programs" includes: individual educational programs for managerial personnel, which can be aimed at meeting professional and personal needs in the field of mastering the theory and practice of managing innovative processes in order to ensure the Federal State Educational Standards; individual educational programs for teachers, which include activities such as advanced training, participation in various forums, conferences, interaction with social partners, preparation of graduates for the State Academic Examination, Unified State Examination, self-educational activities; individual educational programs for students that reflect all cognitive competencies and are studied using various diagnostics with the construction of an individual training program.

Block 2 “Requests of the external environment and products of the internal SOKOP” is formed from two structural elements: “request portfolio” and “product portfolio”, which are based on the regulation of educational services and their main consumer groups determined by law.

Block 3 "Organizational structure of the internal SOKOP" is accompanied by the creation of new structural units, special working groups and teams, a revision of traditional approaches to designing the job and role repertoire of employees whose functions are related to the development of SOKOP in educational institutions in connection with the introduction of the second generation of the Federal State Educational Standard.

4 block "Resources of the internal SOKOP" describes the resource support necessary for the effective development of the internal system for assessing the quality of the educational process.

Each block is one of the main components of the system for assessing the quality of the educational process of educational institutions in the context of the implementation of the Federal State Educational Standard.

Literature

1. Journal "Handbook of the Deputy Director of the School" No. 8 / August / 2012, p. 25
2. Journal "Handbook of the Deputy Director of the School" No. 7 / July / 2012, p. 23
3. Master class for school leaders: management of methodological work / I.V. Nikishin. -2nd ed., stereotype. – M.: Planeta, 2012.
4. New standards - new quality of teacher's work. Practice-oriented teaching aid. - M .: UTs "Perspective", 2013.