Abstract
The relevance of the present study is due to the tasks of assessing the quality of secondary education, which determine students’ subject knowledge along with their personal achievements, and where meta-subject skills define not only the level of educational results achieved, but also the prospects for the future high-quality training for a school graduate at any age. Thus, the purpose of the study conducted is to create approaches for making the system of tasks together with the criteria of their assessment to determine the level of students’ meta-subject results. The leading methods applied are modeling systems of open type tasks, with mathematical content and systematic analysis of large samples of experimental data, based on the evaluation of the two-point scale four parameters: the optimality of students’ proposed ideas, efficiency of reasoning, originality of their answer and development degree of their solutions. A pilot study conducted since 2008 has applied open tasks with mathematical content and the criteria for their assessment formed the approach to determine the level of high school students’ meta-subject results, expressed quantitatively in the form of an integrated assessment of the relative character – meta-subject intelligence quotient. Practical use of the intelligence quotient enables the making of accurate calculations for each age group in order to show the level of students’ meta-subject results. This in turn may determine the future direction of students’ individual development, and to ensure their transition to a higher level of meta-subject skills and, consequently, higher quality of education.
Highlights
The relevance of the present study is due to the tasks of assessing the quality of secondary education, which determine students’ subject knowledge along with their personal achievements, and where meta-subject skills define the level of educational results achieved, and the prospects for the future high-quality training for a school graduate at any age
The quality of education is understood as an integral characteristic of the educational system, which reflects the extent of compliance of the actual achieved educational results with both the regulatory requirements and social and personal expectations” (Bolotov, 2014)
In our opinion, building the national system of assessment of educational quality according to priority directions of development of the educational system of the Russian Federation should be based on two aspects: 1) experiences from international research on evaluating the quality of education, and 2) normative regulation of intended educational results achieved by school students
Summary
The relevance of the present study is due to the tasks of assessing the quality of secondary education, which determine students’ subject knowledge along with their personal achievements, and where meta-subject skills define the level of educational results achieved, and the prospects for the future high-quality training for a school graduate at any age. In our opinion, building the national system of assessment of educational quality according to priority directions of development of the educational system of the Russian Federation should be based on two aspects: 1) experiences from international research on evaluating the quality of education, and 2) normative regulation of intended educational results achieved by school students. Considering the conceptual model of one of the foreign studies (Figure 1), one can see that there are common approaches to the assessment of educational achievement on the subjects and common cognitive activities, which students should show while solving tasks (The main results of an international study of quality of mathematical and natural science education TIMSS-2011, 2013). These standards are designed to resolve the key contradiction of modern education – contradiction between knowledge and abilities of each student to master only a part of this
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