The paper describes the procedure for measuring performance of general educational institutions, using the linear quality scale. Such assessments are essential to monitoring and compare performance of general education schools. The questionnaire is developed to carry out operational measurement of schools’ performance as the set of indicators. The questionnaire is considered to be the tool for measuring the quality level of schools’ performance against the linear scale and helpful for monitoring and comparative analysis of schools. The analyses of the questionnaire quality and of the general educational schools’ performance assessment are carried out within the frameworks of the latent variables theory, based on the Rasch model. The indicators, which fit better than others for differentiating between schools with poor and high performance levels, are discussed, as well as indicators, considered as the most adequate and the less adequate for the assessment model. Characteristic curves of these indicators are provided. Positions of schools assessed and of indicators are shown against one and the same linear scale of “school performance quality”. Results obtained are used to compare quality of various schools’ performance. As it is shown, the difference between lyceums and general education schools by the latent variable of “performance quality” is wider, than difference between secondary and general education schools.
school performance level, latent variable measuring, linear measurement scale, the Rasch model.
Рейтинги в сфере образования во всем мире являются популярным и востребованным инструментом управления и информирования потребителей образовательных услуг.
В нашей стране, в связи с переходом на новые образовательные стандарты образования, расширено общественное участие в управлении образованием и оценке его качества, эффективности. Популярной становится независимая оценка качества образования, которая в соответствие с постановлениями Министерства образования и науки РФ проводится практически во всех регионах и муниципальных образованиях [2, 7, 8].
Самой распространенной формой оценки качества работы образовательных учреждений являются рейтинги. Рейтинги, прежде всего, необходимы для потребителей информационных услуг — учащихся и их родителей. Рейтинги являются также важным фактором для выбора школы. Кроме того, рейтинги важны для самих школ, поскольку являются информационной базой для корректировки и повышения качества образовательных программ. Рейтинги нужны и для учредителей, и для общественных организаций в целях оптимизации сети образовательных учреждений [1].
1. Valdman I.A. Site of school as the tool for maintenance of public participation in education. Voprosi obrazovania. 2009, I. 3, pp. 129-144.
2. Gosudarstvennaya programma Rossiyskoy Federacii «Razvitie obrazovaniya» na 2013-2020 godi [A government program of the Russian Federation «Development of education» for 2013-2020]. Available at minobrnauki.rf/documents/3409 (accessed 5 June 2014).
3. Maslak A.A., Leus O.V, Danilov A.A. Razrabotka metodiki izmereniya kachestva obrazovaniya v shkole: Metodicheskie rekomendacii [Development of methods for measurement of school quality of education: Methodical recommendations]. Slavyansk-on-kuban, SGPI Publishing center, 2009. 68 p.
4. Maslak A.A., Osipov S.A. Izmerenie latentnih peremennix. Svidetelstvo o gosudarstvennoy registracii program dlya EVM № 2013618487 [Measurement of latent variables. Certificate of the state registration of the computer programs № 2013618487]. September 10 2013.
5. Маслак A.A. Izmerenie latentnih peremennix v socialnih systemah [Measurement of latent variables in social systems]. Slavyansk-on-kuban, SGPI publishing center, 2012. 432 p.
6. Maslak A.A., Anisimova T.S. Measurement of quality of higher education in the countries worldwide. Pedagogical diagnostics, 2004, I. 1, p. 24-35. (in Russian)
7. Medodicheskie rekomendacii po provedeniyu nezavisimoy sysyemi ocenki kachestva raboti obrazovatelnih organizaciy [Methodical recommendations about carrying out of independent system of an estimation of work quality of the educational organisations]. minobrnauki.rf/documents/3710 (accessed 5 June 2014).
8. Ob obrazovanii v Rossiyskoy Federacii [About education in the Russian Federation] Available at minobrnauki.rf/documents/2974 (accessed 5 June 2014).
9. Andrich D. Advanced Social and Educational Measurement. Murdoch University, Perth, Western Australia, 2001. 128 p.
10. Wilson M. Constructing Measures: An Item Response Modeling Approach. Mahwah, New Jersey: Lawrence Erlbaum associates, 2005. 228 p.
