National Assessment System Research Articles

Indicadores multidimensionais para avaliação da infraestrutura escolar: o ensino fundamental

RESUMO Apresentamos um conjunto de indicadores para avaliar a infraestrutura das escolas públicas de ensino fundamental brasileiras. Partimos do pressuposto de que a infraestrutura é um construto complexo, o que justifica a sua avaliação por múltiplas dimensões. Utilizamos os dados do Censo Escolar da Educação Básica e do Sistema de Avaliação da Educação Básica (Saeb), de 2013 e 2015. Os resultados apontam para melhora da infraestrutura no período, mas os padrões de desigualdade conhecidos da literatura se repetem. As escolas rurais, pequenas, municipais, do Norte e Nordeste têm médias mais baixas em todos os indicadores. Também verificamos associação de mesmo sentido dos indicadores de infraestrutura com o nível socioeconômico e o Índice de Desenvolvimento da Educação Básica (Ideb).

Greece's reformed EIA system: Evaluating its implementation and potential

The Memorandum of Understanding (MoU) signed by the Greek government and the troika in 2010 contained numerous austerity policies and requirements for administrative reforms, among which is that of the national Environmental Impact Assessment (EIA) system. Complying with this requirement, Law4014/2011 was passed, aiming at reducing bureaucracy and increasing the country's appeal to investors whilst ensuring environmental protection. The present paper provides the first systematic, multi-scale and multidimensional evaluation of the effectiveness of the new EIA system. The evaluation is based firstly on the results of a Pan-Hellenic survey, involving key EIA consultants and authorities; secondly, on additional, in-depth interviews with EIA specialists, National- Ministry and Regional EIA Authorities; and thirdly, on the content review of 105 Environmental Impact statements. The results highlight the persistence of serious problems despite the reform of the Hellenic EIA System. The data reveal a significant discrepancy between what is set out in law and the actual practice. Although Law 4014/2011 contains progressive and innovative elements (such as adopting a life cycle approach to the EIA process, and mandating the development and use of a central Electronic Environmental Registry (e-ER) to manage and publish results of the EIA process), the recorded failure to implement them in practice results in a non-transparent and ineffective EIA system. Recommendations for improvement are proposed as well as areas for further research.

Consideration of Practice Education within a Regional Teaching Partnership Employing a Communities of Practice Lens

This paper on practice education within a regional Teaching Partnership emanated from requests to consider how to progress its role and remit. It offers analysis of practice education within this context which may act as a starting point for exploring a broader understanding of practice education and its role in practice learning, supervision, recruitment and retention in England. This paper has materialised at a time of significant change, when the National Accreditation and Assessment System is anticipated and the Professional Capabilities Framework (PCF) and Practice Educator Professional Standards for Social Work (PEPS) are under review. It proposes an expanded role for practice education that could situate it as pivotal to promoting standards of supervision and cultures of learning within such changing contexts. A ‘communities of practice’ lens and a framework based on Caspi’s notions of structure, content and process are utilised to explore options for progress. This paper recognises that practice education, as both enterprise and system, is complex and messy and thus cautions against conceptualising it in simplistic terms. It concludes with suggestions to advance practice education and areas for further research. These are founded on establishing specialist practice educators and communities of practice within an overarching practice education consortium.

Investigating the Diagnostic Consistency and Incremental Validity Evidence of Curriculum-based Measurements of Oral Reading Rate and Comprehension.

Rate and comprehension are two components related to reading performance. The purpose of this study was to use diagnostic consistency and incremental validity to examine the unique contribution of three curriculum-based measures of reading comprehension (CBM-comprehension) compared to a curriculum-based measure of oral reading (CBM-R). An extant sample of fall 2016 screening data in a national assessment system were used for this investigation. The CBM-comprehension measures were related to oral recall, synthesis of main ideas, and free-response question-answering. Scores from the CBM-comprehension measures were associated with weak criterion-related validity to a measure of broad reading. In addition, diagnostic consistency analyses revealed poor overlap between CBM-comprehension and CBM-R score classifications based on at risk benchmarks. Incremental validity evidence replicated previous findings, demonstrating that the CBM-comprehension measures explain unique variation in broad reading scores even after controlling for performance on CBM-R. Implications for the usage of CBM-R and CBM-comprehension for screening are addressed.

Policy impact of PISA on mathematics education: the case of Norway

This article addresses the policy implications of participation in international large-scale assessments (ILSAs), particularly the Programme for International Student Assessment (PISA), and the ways in which such implications might influence mathematics education. Taking Norway as a special case, this discussion focuses on insights into teaching, learning and assessment practices that can be inferred from the PISA study, and how participation in ILSAs has contributed to educational policy and even changed policymakers’ perspectives on schools, teachers and students. Following publication of the PISA 2000 results, Norway experienced a ‘PISA shock’, leading to the implementation of a national quality assessment system and national tests. In addition, changes were made to the mathematics curriculum for compulsory school and to mathematics teacher education. More recently, public debate has focused less on rank and league tables, shifting instead to the high number of low-achieving students and the low number of high achievers. Moreover, there has been little uptake of policy advice provided by the Organisation for Economic Co-operation and Development (OECD), which focuses on strengthening accountability measures. Furthermore, although the Norwegian educational system in the past decade has undergone a decentralisation process, the educational system still follows the Nordic model, which focuses on equity and ‘education for all’. Analyses of the Norwegian case indicate that policymaking takes place in highly cultural contexts, and that international studies might be used merely to validate existing policy directions.

Sheffield Psychological Service: A personal perspective

The Warnock committee set up in 1974 to consider how special educational needs should be identified, assessed and met within the education system published its report in 1978 (Department of Education and Science, 1978). This wide-ranging report made recommendations which had profound implications for both school psychological services and for the special education sector. The report stressed the need for early identification and assessment of special educational needs, and where possible that these needs should be met within a mainstream setting. The report suggested that 20 per cent of pupils would needs special provision at some time in their school career, and that the two per cent with the most need should have a statement of needs prepared by the LEA, and this statement should be reviewed regularly.The report had much to say about educational psychologists, recommending that there should be a ratio of one educational psychologist for every 5000 children and young people up to the age of 19. It recommended that initial training of EPs should give more attention to the under 5s, children with emotional and behavioural problems and those with complex disabilities. The report accepted that this may need a lengthening of initial training courses to two years, and in any case there was an urgent need for many more post-qualification courses. Existing EP training centres should develop a range of post-qualification courses of varying lengths, with an expectation that all practising EPs would regularly update their skills by attending such courses.The 1981 Education Act was informed by the Warnock report, and made a number of changes to the assessment process and to the formal responsibility of LEAs to maintain a statement of SEN for the two per cent with the most severe and complex needs. It also strengthened the role of parents in assessment and stated that parental views had to be considered when making provision. One outcome was an increase in the number of integrated resources set up in mainstream schools. Another statutory requirement was for psychological advice from an educational psychologist for all applications for a statement of educational needs. This included the EP having responsibility for coordinating advice from any other psychologists involved (e.g. private psychologists, clinical psychologists).All these changes were taking place in the context of severe cuts to the funding of local government, with many LEAs having great difficulty in finding the money to provide the support services needed to implement the changes recommended in the Warnock Report and those set out in the 1981 Education Act. For LEAs the first five years of the decade were spent trying to come to terms with these changes.By the late 1980s the whole education system was in turmoil with the passing of the Education Reform Act of 1988. The implementation of a national curriculum with its associated national assessment system and in particular the changes in funding meant that LEAs had to devolve a substantial proportion of money directly to schools, with serious consequences for maintaining central services such as youth officers, advisory services and school psychological services. The following personal account of working in the Sheffield Psychological Service during the 1980s needs to be read in the context of all the changes taking place within the education system throughout that time.Martin Desforges writes:

Testování žáků na konci základní školy a státní maturita – aktuální otázky současné vzdělávací politiky

National assessment system in the Czech Republic has been widely discussed since 1990s, particularly, the national students’ assessment at the end of lower-secondary education, and new model of upper-secondary leaving examination (maturita). Neither testing in the 9th grade nor the new model of maturita, have been launched up to now. They attracted high media attention and became a political battleground. Results of the public opinion poll are presented in this study. National assessment is perceived the same way by general public and by parents. The population is divided into two halves (for and against) in the case of favouring whole-population testing at the end of lower-secondary education, and more than two-thirds of the general public is in favour of new model of maturita.

Study regarding the use of gymnastics - related alternative methods during the physical education class

The improvement of motor qualities and skills represents the main concern of the Physical Education lesson. In the present paper we present a general motor exercise training routine, designed as an alternative to the traditional approach of the PE lessons. The routine was divided into three components, namely a cross fit exercise routine, an aerobics routine and an acrosport routine. This routine was implemented in the 5th grade syllabus. The test group was represented by 207 pupils, out of which 114 girls (55.07%) and 93 boys (44.93%). Most participants came from rural areas (66.18%) and 33.82% came from urban areas. The routine was implemented during the first semester of the current school year (2017-2018) in one of the two compulsory lessons. The topics from the traditional PE lesson were replaced by the proposed routines and used alternatively. The assessment consisted of 4 tests from the national assessment system. The results showed significant progress obtained in the final tests for all the 4 trials used (p < 0,001).

THE DYNAMICS OF MOBILITY IN THE LIGHT OF THE ASSESSMENT OF MANDATORY TESTS, INTRODUCED IN THE NATIONAL SYSTEM OF EVALUATION, IN STUDENTS IN PRIMARY AND SECONDARY EDUCATIONAL STAGES

Objectives: The objective of this article is a comparative analysis of the dynamics of mobility in the light of the assessment of certain motor skills tests introduced in the primary and secondary educational system. Methods: This research was conducted on October 2015 – April 2016, on a sample of 190 students, with ages between 7 and 15. The students undergoing this research were tested on eight motor aptitude tests in the National Assessment System of Physical Education and Sports (four tests for the primary education and four for the secondary education) and the results were compared depending on gender and stage of education. Results: On the 5x5m /5x10m “shuttle” test, the dynamics of mobility was on a downward trend, both in girls and boys; on the long run test, on both genders, the dynamics of motion was on an upward trend whereas in students from the secondary education level the dynamics of mobility showed small variations; on the standing long jump test, on girls, the dynamics is on an upward trend, with very small variations, and in the secondary educational cycle, the dynamics of results shows a continuous increase, just as in boys, in both cycles of education; on the last test of aerobatic gymnastics, the dynamics of the results obtained by both girls and boys shows variations, within both cycles of education. Conclusions: The dynamics of mobility in students has shown low values in the case of the 5x5m shuttle test, in both educational cycles (both in boys and girls). The best results were achieved on the long run test, respectively on the endurance run and standing long jump.

Why a one size fits all approach is not working

A survey of more than a thousand school leaders highlights how the current national curriculum and assessment system is holding back pupils with SEN.

Aspects of Analytical Information Support of the Social Assessment of Technical and Technology Risks

The tendencies towards the increasing relevance of studying the negative effects of research, technology, and industrial development are analyzed. The methodological aspects of social assessment of technical and technology risks are considered. The prognostication, computer-aided modeling, and minimization of harmful effects of hi-tech industrial development and adoption of new technologies are discussed. The tasks of analytical information support of interdisciplinary studies aimed at technology assessment are considered from a system perspective. The relevance of developing the conceptual form of the national system of social assessment of equipment and new technologies and the need for the structural and substantial organization of this system are shown.

Exploring preferences for impact versus publications among UK business and management academics

Academics are under increasing pressure to demonstrate the impact of their research with external actors. Some national research assessment systems have mandated academics to document their impact on non-academic actors, and linked research funding to assessments of these impacts. Although there has been considerable debate around the design of these systems, little is known about how academics perceive the value of impact against more conventional academic outputs, such as publications. Using multisource data, including a large-scale survey of UK business and management academics, this paper explores the individual and institutional factors that explain an individual’s preference for impact versus publication. The results show that academics display a preference for impact over publications, even when that impact is not associated with requirements of the assessment system in terms of rigour of the underpinning research. The preference for impact over publications is heightened by organization tenure, non-academic work experience, intrinsic career motivations and research-intensive contexts, while it is weakened by academic influence, extrinsic career motives and academic rank. We explore the implications of these findings for the design of research assessment systems and academics’ reactions to them.

PENGUATAN KOMPETENSI MANAJERIAL BERBASIS KKNI (ANALISIS TERHADAP PROBLEMATIKA KOMPETENSI MANAJERIAL MAHASISWA PROGRAM STUDI MANAJEMEN PENDIDIKAN ISLAM PASCASARJANA IAIN PURWOKERTO)

Abstract: This paper focuses on the problem of managerial commitment based on IQF. The IQF is an embodiment of the quality and identity of the Indonesian nation in relation to the national education system, the national job training system and the national equality assessment system owned by the Indonesian nation. The basic principle developed in the IQF is to assess a person's performance in scientific aspects, expertise, and skills in accordance with learning outcomes. One fundamental aspect is strengthening student competencies through various academic activities that support increased managerial competence, both intra-curriculum, and extra curriculum. By strengthening competencies in real terms, it is expected that graduates of study programs can be accepted or at least relevant to the world of work needed by the community.
 This type of research is qualitative research. The researcher explores in order to understand and explain the problems under study through intensive relationships with speakers, through interviews, observation, Forum Group Discussion, questionnaires and documentation studies. Data analysis is the process of systematically searching for and compiling data obtained from observations, interviews, FGDs, questionnaires and documentation by organizing data into categories, describing them into units, synthesizing, arranging into patterns, choosing which ones are important and which ones will be studied and make conclusions so that they are easily understood by themselves and others.
 The findings in this study outline the students have the same perception, namely the weakness or the lack of managerial lecture activities carried out in the form of practicum. This does not mean putting aside the delivery of material in a theoretical form, but it needs to be balanced between which material is practical and which is theoretical. There are five categories assessing the suitability of managerial programs, starting from very appropriate, appropriate, hesitant, inappropriate to very inappropriate. Of the five categories, 30% of informants stated that the current managerial competencies with the world of work are considered very suitable. Then 60% of the informants stated that it was appropriate and the remaining 10% stated that it was inappropriate. Doubtful and very inappropriate categories or choices of answers, each of which gets a percentage of 0%, this means that not one informant answered that. The student needs to strengthen managerial competencies Study Program of Islamic Education Management Postgraduate of IAIN Purwokerto can be grouped into three parts, namely strengthening in the process (academic), infrastructure, and cooperation (Lecturers).
 Keywords: Managerial Competence, Curriculum, IQF, Islamic education Management Study Program.

Quality of HIV Testing Data Before and After the Implementation of a National Data Quality Assessment and Feedback System.

In 2010, the Centers for Disease Control and Prevention (CDC) implemented a national data quality assessment and feedback system for CDC-funded HIV testing program data. Our objective was to analyze data quality before and after feedback. Coinciding with required quarterly data submissions to CDC, each health department received data quality feedback reports and a call with CDC to discuss the reports. Data from 2008 to 2011 were analyzed. Fifty-nine state and local health departments that were funded for comprehensive HIV prevention services. Data collected by a service provider in conjunction with a client receiving HIV testing. National data quality assessment and feedback system. Before and after intervention implementation, quality was assessed through the number of new test records reported and the percentage of data values that were neither missing nor invalid. Generalized estimating equations were used to assess the effect of feedback in improving the completeness of variables. Data were included from 44 health departments. The average number of new records per submission period increased from 197 907 before feedback implementation to 497 753 afterward. Completeness was high before and after feedback for race/ethnicity (99.3% vs 99.3%), current test results (99.1% vs 99.7%), prior testing and results (97.4% vs 97.7%), and receipt of results (91.4% vs 91.2%). Completeness improved for HIV risk (83.6% vs 89.5%), linkage to HIV care (56.0% vs 64.0%), referral to HIV partner services (58.9% vs 62.8%), and referral to HIV prevention services (55.3% vs 63.9%). Calls as part of feedback were associated with improved completeness for HIV risk (adjusted odds ratio [AOR] = 2.28; 95% confidence interval [CI], 1.75-2.96), linkage to HIV care (AOR = 1.60; 95% CI, 1.31-1.96), referral to HIV partner services (AOR = 1.73; 95% CI, 1.43-2.09), and referral to HIV prevention services (AOR = 1.74; 95% CI, 1.43-2.10). Feedback contributed to increased data quality. CDC and health departments should continue monitoring the data and implement measures to improve variables of low completeness.

Response of fish communities to multiple pressures: Development of a total anthropogenic pressure intensity index.

Lakes in Europe are subject to multiple anthropogenic pressures, such as eutrophication, habitat degradation and introduction of alien species, which are frequently inter-related. Therefore, effective assessment methods addressing multiple pressures are needed. In addition, these systems have to be harmonised (i.e. intercalibrated) to achieve common management objectives across Europe.Assessments of fish communities inform environmental policies on ecological conditions integrating the impacts of multiple pressures. However, the challenge is to ensure consistency in ecological assessments through time, across ecosystem types and across jurisdictional boundaries. To overcome the serious comparability issues between national assessment systems in Europe, a total anthropogenic pressure intensity (TAPI) index was developed as a weighted combination of the most common pressures in European lakes that is validated against 10 national fish-based water quality assessment systems using data from 556 lakes.Multi-pressure indices showed significantly higher correlations with fish indices than single-pressure indices. The best-performing index combines eutrophication, hydromorphological alterations and human use intensity of lakes. For specific lake types also biological pressures may constitute an important additional pressure. The best-performing index showed a strong correlation with eight national fish-based assessment systems. This index can be used in lake management for assessing total anthropogenic pressure on lake ecosystems and creates a benchmark for comparison of fish assessments independent of fish community composition, size structure and fishing-gear.We argue that fish-based multiple-pressure assessment tools should be seen as complementary to single-pressure tools offering the major advantage of integrating direct and indirect effects of multiple pressures over large scales of space and time.

Toward a national sustainable building assessment system in Oman: Assessment categories and their performance indicators

The new generation of sustainable building-rating systems especially in developing countries is geared toward incorporating the variations in regional social, cultural, governmental and economic aspects. Likewise, the Sultanate of Oman possess its unique local context, geographical conditions, traditions and culture. The governmental and political requirements including the Omanization program, have also been highly considered in the Oman National Comprehensive Human Development 2040. The National Development Plan 2040 of Oman aims to bring the country into a more a sustainable life style.The aim of this study is to develop a framework for sustainable building construction in Oman by proposing an assessment system for the construction industry. While addressing sustainability, the system should respect the unique context of Oman in terms of its unique geographical, political, cultural, and societal features. No dedicated sustainability-rating system currently exists for Oman. Hence, this study involves two main stages to establish the sustainability assessment system for Oman. The first stage concentrates on further developing the formulation of the proposed system structure in relation to Oman by reviewing the literature on sustainable development and buildings, as well as analyzing international and regional sustainability-rating systems. The structure of the proposed system development is composed of 5 themes (environmental, economic, social, cultural and governance requirements), 11 categories, and 86 indicators. The second stage focuses on formulating assessment categories and their relevant performance indicators, which are validated through conducting a survey including different stakeholders of the industry from building engineers, building regulators, and sustainability experts. Pairwise and direct ranking method comparisons are used as data collection methods to examine the relative importance and weights of each category and each indicator respectively. The analysis of survey data shows that a prominent relative importance and balanced weights are given to indoor environment quality, natural and human resources, social, and governance requirements. The research output shall help and promote future studies to develop a detailed assessment system for sustainable construction in Oman.

CRITERIA FOR THE EVALUATION OF THE ENVIRONMENTAL PERFORMANCE OF RESIDENTIAL AND PUBLIC BUILDINGS BASED ON GREEN BUILDING CONCEPT

The article is devoted to the ecological assessment of buildings as the human environment based on the Green building conception. Authors proved the relevance of assessment of the impact of real estate as the man-made environment elements on the environment and human health. The concepts of comfort and safety of buildings and facilities for the people, which are considered as the basic category required for the formation of an effective human capital, were introduced in this article. The need to move from a traditional design and construction to the "green" was highlighted and its main objectives were marked. The actions of "green standards", which are an effective tool for environmental assessment of buildings, were described. The main objectives of the introduction of eco-standards and rating systems, and eco-certification were identified in this article. International and national standards were reviewed separately. The main criteria for evaluating the environmental performance of real estate included in the structure of various "green" standards are systematized. The structure of the existing national and international eco-standards, including Russian is reflected intuitively. Their basic features (for example, the minimum requirements for certification in one of the standards require compliance with all the criteria perfectly, and in the other - a certain set of minimum criteria) are marked, as well as strengths and weaknesses. In the article possibilities of adaptation of the most common eco-standards for use in other countries with different climatic, social, political and other features are indicated. Authors compare national and international "green" standards (including the Russian GOST R 54964-2012) in terms of their structure and composition of the main criteria for the environmental assessment of the property. The comparison highlighted basic categories common to all existing standards, as well as unique criteria inherent in this or that assessment systems. The authors also examined the application of various eco-standards and concluded that the same standard cannot be used simultaneously for residential, public and industrial buildings because the priority requirements for environmental safety directly depend on the destination of the property. The authors have formulated proposals for improvement of the Russian national ecological assessment system: the introduction of new criteria and a detailed study of existing, developing effective evaluation methodologies, the adjustment of the standard requirements depending on the destination of the property.

O programa Mais Acesso à Saúde Ocular

“Whoever chose the pursuit cannot refuse the crossing” (Guimaraes Rosa) The World Health Organization (WHO) estimates that 285 million people have visual impairment (VI) worldwide, and of these, 39 million are blind. Poor populations and older adults are most severely affected; 82% of the blind individuals and 65% of the moderately-to-severely blind individuals are aged ≥50 years. VIs, including blindness, are preventable in approximately 80% of the cases.1 Data from the Brazilian Census of Geography and Statistics (Instituto Brasileiro de Geografia e Estatistica, 2000) indicate that VI is the predominant type of disability in the 24.5 million individuals with disabilities in Brazil, accounting for 48.1% of all reported cases.2 The estimated loss of gross domestic product in Brazil due to uncorrected refractive errors is 0.18% (approximately R$ 8.7 billion).3 Therefore, VIs, including blindness, in individuals, families, and communities have a significant social importance because they cause severe social, economic, and educational problems (failures and dropouts) and subsequently difficulties in social or inadequate insertion in the labor market. Demographic explosion, population aging, and increased demand for social inclusion together with the increasing semiological and therapeutic means surpass the available resources. Therefore, it is essential to carefully evaluate which problems will be thoroughly addressed, partially addressed, or postponed.4 As part of its commitment to ensure access of the Brazilian population to ocular health, the Brazilian Council of Ophthalmology (CBO) has established the Increased Access to Ocular Health Program (Programa Mais Acesso a Saude Ocular),5 which is a proposal for the national expansion of ophthalmologic care, particularly for the poor population, wherein healthcare is limited. CBO proposes the following actions to assist this population and increase their access to ocular health: 1) encourage the installation of ophthalmological centers in priority areas for the Unified Health System (SUS); 2) include ophthalmology in the primary care of SUS; 3) create a differentiated remuneration table at priority locations for SUS; 4) combine actions to stimulate the formation of medical residencies and internships in unassisted areas; 5) include technologies to monitor the primary causes of blindness and poor vision, and 6) implement a national health quality assessment system. The WHO Global Action Plan 2014–2019 intends to prevent VI due to preventable causes to enable individuals to reach their full potential and provide universal access to comprehensive ophthalmologic care services.1 CBO, via the Increased Access to Ocular Health Program, is aligned with WHO’s 2014–2019 plan of action and has contributed to the improvement of structured, efficient, and equitable health systems, which are crucial for the promotion of the quality of life.

Развитие национальной системы квалификаций в РФ: практика применения профессиональных стандартов

Currently, human resources management system in the Russian Federation at the micro and macro levels has serious transformation in connection with the formation
 and development of the National Qualifications Framework: professional standards were put in July 2016; national system of assessment of qualifications will start
 function in January 2017. The article provides an overview of national qualifications systems, including the European Qualifications Framework. The authors analyze
 the causes of the development stages and implementation of professional standards in Russia; present in detail the problems of implementation and use of professional standards in the practice of human resource management of modern organizations.

Правовое регулирование оценки воздействия на окружающую среду в России и за рубежом

The article compares the legal regulation and the law enforcement practice relating to the conduct of environmental assessment in the Russian Federation, procedures for environmental assessment, which is applicable abroad (USA, EU, China). Through the use of historical, comparative legal methods of research concludes that the national system of environmental assessment in the Russian Federation, including the assessment of impact of perspective economic and other activities on environment and ecological examination, is not an effective one and does not meet international standards of environmental assessment. The article analyzes the reasons for the ineffectiveness of environmental assessment in the Russian Federation, identifies the main differences of the Russian model of environmental assessment from their foreign counterparts. The main differences between Russian and foreign models are as follows: stages of the environmental assessment process (no stages of screening and scoping), conduct environmental assessment at the earliest stage of economic activity and at the stage of preparation of project documentation, the lack of methodology for the environmental assessment process, the lack of differentiation of environmental assessment on the individual direction of research, etc. These differences lead to the imperfection and ineffectiveness of environmental assessment in the Russian Federation and need to be addressed. The results can be used in legislative activities in the preparation of draft normative legal acts in the educational activity.