EDUCATION QUALITY MONITORING: DEVELOPMENT IN UKRAINE (Educational Policy Recommendations)

Transcription

1 Ministry of Education and Science of Ukraine United Nations Development Programme EDUCATION QUALITY MONITORING: DEVELOPMENT IN UKRAINE (Educational Policy Recommendations) With the support of the United Nations Development Programme/Ukraine through the Education Policy and Peer Education Project КYIV 2005

2 UDK: (477) BBC: (4 Укр.) K 94 Education Quality Monitoring: Development in Ukraine: Educational Policy Recommendations / Under the editorship of Olena Lokshyna. Kyiv: K.I.S., p. ISBN Studies on quality of national education conducted by means of monitoring technologies at national, regional and local levels are presented in this book. National innovative experience of the applied monitoring procedures is expounded in the form of policy papers containing description of the problem in the political, economic and social dimensions and recommendations for the problem solving. The book is for education policy makers, scholars in the field of quality monitoring, managers, pedagogues and students. BBC: (4 Укр.) K 94 Education Quality Monitoring: Development in Ukraine (Educational Policy Recommendations) Under the editorship of Olena Lokshyna No part of this publication may be reproduced in any form or by any means without prior permission of the Ministry of Education and Science of Ukraine and United Nations Development Programme/Ukraine. Ministry of Education and Science of Ukraine United Nations Development Programme/Ukraine К.І.S., design and layout, 2005

3 Contents Authors, Project Team and Partners... 4 Introduction by Olena Lokshyna... 7 Ensuring Equal Access to Quality General Secondary Education in Ukraine by Tetyana Lukina...11 Informatization of General Secondary Educational Institutions in Ukraine: Evaluation and Support of Informatization Processes (Kharkiv Oblast Experience) by Vadym Lunyachek Assessment of Student Academic Progress: Lviv Oblast Regional Program Pedagogical Monitoring of Educational Quality ( ) by Maria Barna and Оleh Girniy Student Quality Progress Monitoring: Donetsk Regional Program Education Quality Monitoring ( ) by Tetyana Volobueva and Lidiya Chernikova Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students: National Monitoring of Elementary School Students (2 nd And 3 rd Grades) Academic Achievements in Mathematics, Ukrainian Language and Reading ( ) by Olena Patrykeeva Student Achievements in Humanitarian Disciplines (Ukrainian Language and History): Monitoring of Lviv Oblast Schools by Means of Thematic Level-based Diagnostics Technology ( ) by Natalya Pastushenko and Roman Pastushenko Development of a Healthy Personality: Technology of Complex Evaluation of Student Development at Special Educational Institution # 287 in the City of Kyiv ( ) by Iryna Pochechueva and Lyudmyla Ustenko Monitoring of Quality of Work of an Educational Institution: Kyiv Business Lyceum Monitoring Model Based on the Complex Information System LECOS by Lyudmyla Parashchenko and Valeriy Leonskiy Efficiency of Method Service Work: Monitoring of Method Service Activities in Kharkiv Oblast ( ) by Olena Baynazarova...166

4 Authors, Project Team and Partners Authors Olena Baynazarova Maria Barna Tetyana Volobueva Oleh Hirniy Valeriy Leonskyi Olena Lokshyna Tetyana Lukina Vadym Lunyachek Lyudmyla Parashchenko Natalya Pastushenko Roman Pastushenko Olena Patrykeeva Iryna Pochechueva Lidya Chernikova Lyudmyla Ustenko Head of Expertise and Monitoring Center at Kharkiv Oblast Scientific and Method Institute of Life-long Education Director of Lviv Oblast of In-service Teacher Training Institute, Candidate of Science (Pedagogy), Senior Scholar Pro-rector of Donetsk Oblast In-service Teacher Training Institute, Candidate of Science (Pedagogy) Assistant Professor at the Chair of Natural and Mathematical Education of Lviv Oblast In-service Teacher Training Institute, Candidate of Science (Techniques) Deputy Director of Kyiv Business Lyceum, Head of Informational and Technical Support Department Senior Expert on Quality Monitoring of the Education Policy and Peer Education UNDP Project, Doctorate Student of the Institute of Pedagogics of the APS of Ukraine, Candidate of Science (Pedagogy) Assistant Professor at the Chair of Educational Management at the National Academy of Public Administration at the President of Ukraine, Candidate of Science (Pedagogy) First Pro-rector of Kharkiv Oblast Scientific and Method Institute of Life-long Education, Candidate of Science (Pedagogy) Director of Kyiv Business Lyceum, Candidate of Science (Pedagogy) Deputy Director of Lviv Oblast In-service Teacher Training Institute, Candidate of Science (Pedagogy) Senior Lecturer at the Chair of History and Political Science at Lviv Commercial Academy Head of Department of Sociological Studies and Quality at Scientific and Method Center of Secondary Education of the Ministry of Education and Science of Ukraine Director of Special Educational Institution No. 287 in the city of Kyiv Pro-rector of Donetsk Oblast Institute of In-service Teacher Training Institute, Assistant Professor Head of Teaching Department at Special Educational Institution # 287 in the city of Kyiv

5 Authors, Project Team and Partners 5 National Director of the Project Vasyl Kremen National Consultant of the Project Vasyl Madzihon Coordinator of the Project Oksana Ovcharuk UNDP team Minister of Education and Science of Ukraine, President of the Academy of Pedagogical Sciences of Ukraine, Doctor of Science (Philosophy) First Vice-President of the Academy of Pedagogical Sciences of Ukraine, Director of the Institute of Pedagogy of the Academy of Pedagogical Sciences of Ukraine Candidate of Sciences (Pedagogy), Head of Department of the Institute of Means of Education of the Academy of Pedagogical Science of Ukraine Manoj Basnyat Klavdia Maksymenko Reviewers Oleksandr Lyashenko Lidiya Vashchenko Klavdia Maksymenko Publishing group Andriy Chernyavsky UNDP in Ukraine Deputy Resident Representative UNDP in Ukraine Senior Program Manager Chief Scientific Secretary of the Presidium of the Academy of Pedagogical Sciences of Ukraine, Academician, Doctor of Sciences (Pedagogy), Professor Head of Education Curriculum Department at the Ministry of Education and Science of Ukraine, Candidate of Sciences (Pedagogy) United Nations Development Programme in Ukraine Senior Program Manager К.І.S. Publishers Deputy Director

6 6 Education Quality Monitoring

7 INTRODUCTION Quality education is viewed today as one of indicators of high quality of life, means of social and cultural harmony and economic growth 1. International community is concerned with the quality of education issues in the context of youth acquiring life competencies and becoming successfully a part of a modern society 2. Ukraine also focuses major attention at the quality issues, declaring it as a national priority and precondition for the state s national security, observance of international norms and current Ukrainian legislation concerning realization of human right for education 3. After ratifying Millennium Development Goals (UN Millennium Summit, September 2000), and Millennium Development Goals: Ukraine (September 2003), Ukraine made a commitment to establish a life-long quality education system during UNDP in Ukraine actively supports the processes of developing national quality educational system complying with the highest international standarts within the context of sustainable human development. Quality education level is ensured by the set of mechanisms called monitoring. Monitoring is a system of collection, processing and dissemination of information on education system activities, which ensures continuous tracking of its condition and development forecasts. Objects of monitoring may be both individual education subsystems and various aspects and processes that occur in this system, namely secondary and higher education, student academic achievements, etc. So, monitoring is viewed as a tool of collecting information about functioning of education system and its components. Under conditions of fundamental modernization of Ukrainian national education it is extremely important, since it provides an opportunity to remove possible mistakes and develop forecasts concerning further development of education. Of similar importance is comparison of national education system with other countries systems. Coordination of different parameters will contribute to Ukraine s faster introduction into a single educational space. Understanding the importance of having quality education, Ukraine launched the development of national quality monitoring system. The new legislation is being developed (Resolution of the Cabinet of Minister of Ukraine No as of August 25, 2004, on certain issues of introduction of external assessment and monitoring of education quality); certain components are being approbated; regional monitoring programs are being implemented, search for innovative technologies for effective monitoring procedures realization is being conducted. 1 Concrete Future Objectives of Education Systems, Report from the European Commission of 31 January, UNESCO 47-th Internation Conference on Education Quality Education for all People: Challenges, Trends and Priorities. Geneva, 8-11 September. International/ICE47/English 3 National Doctrine of Education Development in Ukraine. /2 nd All-Ukrainian Congress of Educational Workers. Kyiv, p Millennium Development Goals: Ukraine. Kyiv: Ministry of Economy and European Integration of Ukraine. P.15.

8 8 Education Quality Monitoring Within the framework of the Educational Policy and Peer Education 5 UNDP project support for government actions is provided to create a basis for successful establishment of national system of monitoring of education quality. In June 2004 the project, along with the Ministry of Education and Science of Ukraine, Academy of Pedagogic Sciences of Ukraine and Scientific and Methodological Center of Secondary Education at the Ministry of Education and Science of Ukraine organized a constituent seminar Education Quality Monitoring as a Tool of Educational Policy, which became one of the first coordination event for all stakeholders, who supports or actively participates in the national monitoring system development. Coordination of joint activities and discussion of quality monitoring system development strategy in Ukraine made it possible to prepare research of national monitoring experience. Educators from various regions of Ukraine, after having conducted research on education quality using monitoring tools for its improvement, introduced their developments in the form of analytic documents on education policy analysis, which contain problem description, detailed evaluation of impact of social and economic factors, as well as definite recommendations for its solution. Problems of national education quality and monitoring are viewed in a comprehensive manner, from national, regional level to the level of individual educational institution. Such logical composition of the book allowed us to convey rather complete picture of conditions and spheres of national education system development considering its quality. Discussion of the quality issues at the national level is provided in the research Ensuring Equal Access to Quality General Secondary Education in Ukraine by Tetyana Lukina. Analyzing the situation around access to free quality general secondary education and considering the level of budget financing of the system and its physical availability, the author emphasizes the importance of introduction of state-public management of general secondary education quality, various types of social support to students from poor families, establishment of educational priority development areas. An important condition for ensuring high quality level in modern environment is introduction of innovative technologies in the system of education, ICT in the first place. The research Informatization of General Educational Institutions in Ukraine: Evaluation and Support of Informatization Processes by Vadym Lunyachek is dedicated to the analysis of the processes of information technologies implementation into Ukrainian schools. On the basis of the Kharkiv oblast experience the author analyzed the condition of school computerization; discovered reasons and causes of drawbacks in this field; suggests recommendations to optimize the process of informatization using appropriate procedures on the basis of innovative factor and criteria qualimetric (quality control) models. 5 The Educational Policy and Peer Education UNDP Project is a logical sequel of another UNDP Project Education Innovation and Renewal for Improved Well-being and Poverty Reduction ( ). The latter, among others, resulted in preparation of the political document Reform Strategy on Education in Ukraine: Educational Policy Recommendations (Kyiv, К.І.С. Publishing House, pages.). Three works, included in the book, namely External Assessment of Student Achievements, Evaluation of School Work Effectiveness and Statistical Data on the School Education System in Ukraine (by Olena Lokshyna) contain analysis of international experience and Ukrainian realities in the field of quality monitoring, as well as recommendations on possible ways of introduction of national system in Ukraine.

9 Introduction 9 Regional dimension of national education quality and use of effective mechanisms of its improvement is discussed in the work Assessment of Student Academic Progress: Lviv Oblast Regional Program Pedagogical Monitoring of Education Quality ( ) by Maria Barna and Oleh Hirniy. This study considers the issue of effectiveness of current academic achievements assessment system; describes advantages of regional monitoring model and suggests ways of national assessment system development in accordance with European and American standards. Another variant of regional innovative monitoring model for students progress is suggested by the work Student Quality Progress Monitoring (Tetyana Volobueva and Lidiya Chernikova). This research dwells on the framework of Donetsk oblast education quality monitoring program ( ). The main element of this program is assessment of progress level among students, which foresees both diagnostics of academic success and analysis of social context, as well as targeted educational and adjustment activities. Elementary education, which forms the basis for versatile personal development and discovering person s capacities, has an essential impact on the effectiveness of secondary and higher education. The system of education has to result ultimately in formation of highly skilled personality with active life position. The problem of providing children with necessary skills and abilities to ensure their timely reaction on current demands of environment, harmonic interaction within rapidly developing technological society is analyzed in the work Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students, by Olena Patrykeeva. Basing on the results of all-ukrainian monitoring of academic achievements of elementary school students (2 nd and 3 rd grades) in mathematics, Ukrainian language and reading, the author emphasizes the lack of realization of practiceoriented component in elementary education. The study of the problem of orientation at formation of practical skills among students is continued at the level of general school by Natalya Pastushenko and Roman Pastushenko. They wrote the work Student Achievements in Humanitarian Disciplines (Ukrainian Language and History): Monitoring of Lviv Oblast Schools by means of Thematic Level-based Diagnostics Technology ( ). Authors technology is called Success Diagnostics. It was used during monitoring research in Lviv region. It allowed not only revealing the lack of orientation of teaching the humanities (Ukrainian language and history, in particular) on the development of communicational and activity elements of students competencies, but also suggested concrete recommendations to develop absolutely new characteristics of a Ukrainian high school graduate. Of vital importance remains the issue of improving the institutions work efficiency in ensuring the quality of education. Only innovative evaluation models, which foresee both traditional control and routine adjustment and forecasting, can provide innovative results. The work Efficiency of Method Service Work by Olena Baynazarova describes the experience of Kharkiv oblast in the development and testing of monitoring model within the regional scientific and methodological system, using basic quality control models of regional method centers work. The work Monitoring of Quality of Work of an Educational Institution by Lyudmyla Parashchenko and Valeriy Leonskiy presents an innovative monitoring model of Kyiv Business Lyceum based on LECOS complex information system, ensuring collection, storage and processing of data on organization of academic process as well as indicators of each student s work.

10 10 Education Quality Monitoring The school context of education quality is also described in the article, which draws the reader s attention towards the issue of bringing up comprehensively developed and healthy personality. The research Development of a Healthy Personality, authors, Iryna Pochechueva and Lyudmyla Ustenko, presents a technology of a student development level evaluation, successfully used in the Kyiv special educational institution #287 during several years. We hope, that the suggested innovative experience of implementing monitoring processes will stimulate interest among educators and contribute to consolidation of all stakeholders efforts to strengthen cooperation in the development of national system of quality education monitoring in Ukraine. Olena Lokshyna, PhD (Education), Education Quality Monitoring Expert of the UNDP Education Policy and Peer Education Project

11 Tetyana LUKINA Ensuring Equal Access to Quality General Secondary Education in Ukraine 1. Executive Summary The task of ensuring conditions for equal access of citizens to education, first of all, to school education, has become one of the main tasks of foreign policy of a majority of countries. Since the middle of the last century, actions of several countries on ensuring equal access to quality education have become more active and assume a character of clearly defined general education tendency. In Ukraine, one of the priority orientations of the national education policy is guaranteeing the right to receive free quality general secondary education (GSE), as a constitutional human right, and implementation of the principle of succession of education. However, the level of involvement of children and teenagers in general secondary education in Ukraine does not meet legislative norms. The problem of insufficient guarantees for equal access to quality school education in Ukraine represents a cumulative effect produced by various negative external and internal factors of different origin. Among these factors, the most influential are the following: 1. Inefficiency of a mechanism (absence of necessary conditions) for implementation of legislation on GSE development and the resulting violation or untimely and incomplete implementation of individual legal documents. 2. Shifting off a substantial part of financial burden to parents as a result of insufficient government educational expenses. 3. Considerable stratification of population by revenues and impoverishment of a major part of population, which, in the view of the previous item, conditions financial inaccessibility of general secondary education for needy families. 4. Degradation of morals and spiritual value importance in society as a result of the absence of a single consolidating national idea and decrease in production volumes and, consequently, in demand for labor force over a long period of time. This, in turn, caused intensification of such negative social phenomena as social orphanage, parenting in broken families, homelessness and neglect of preschool and school children, mendicancy, unlawful child labor, juvenile delinquency. Conducted research on equal access to GSE in Ukraine enabled to suggest the following recommendations: Recommendation A. Introduction of a mechanism of public and social administration of GSE quality adequate to announced reforms and aimed at development of advanced public administration of GSE. Recommendation B. Ensuring of a legally approved level of GSE funding. Recommendation C. Improvement of the national and agency-level educational reporting system, in particular, with regard to ensuring equal access to general secondary education for all sections of the population as one of the conditions for conducting a complete analysis of effectiveness of the national education policy of Ukraine. Recommendation D. Introduction of different types of social support for pupils, especially from needy families, that will be paid out exclusively through general educational establishments.

12 12 Education Quality Monitoring 2. Introduction Accessibility of GSE is one of the necessary conditions for ensuring its quality by the State. Since in the Law of Ukraine On General Secondary Education [6] GSE is defined as compulsory, the low level of involvement of children of a corresponding age range may be considered as one of indicators of its insufficient quality. There is a practice to assess the education accessibility level by two indices: financial accessibility of educational services and physical accessibility of educational establishments for a majority of citizens. The Constitution of Ukraine guarantees free provision of preschool, general secondary and higher education (within a government order), therefore financial accessibility of educational services should be determined not by paying capacity of the population, but by the volume of budget allocation to meet requirements of these levels of education. That is why the level of economic development of the county becomes a necessary condition for ensuring financial accessibility of educational services as a whole. Results of a comparative analysis of regulatory and legal documents and current state of problems prove an insufficient level of implementation of the national policy of Ukraine on ensuring equal access of citizens to quality school education. In recent years, a tendency was displayed towards physical and financial limitation of GSE accessibility, at that, to a greater extent, for children from needy families and rural areas. Such situation results in violation of constitutional human rights to receive quality education, including general secondary education, and individual provisions of the Children Rights Convention and principles of accessibility and succession of education. In the opinion of the Razumkov Center experts, since their preschool age, children from rural areas already find themselves in a social group that has low initial competitiveness on market of qualified labor force. Financial incapacity of needy families determines withdrawal of their children and teenagers from the education system and throws them out to a zone of increased social risks [26, p. 27]. 3. Analysis of the Problem of Insufficient Ensuring of Equal Access to Quality School Education in Ukraine 3.1. Level of Budgetary Financing of the System of General Secondary Education A majority of international and national experts in the field of education quality believes that a general level of economic development of a country is a bench-mark and a main foundation which should be used when issues of implementation of government guarantees for providing conditions for receiving quality education by all citizens are considered. In other words, this index turns into a corner stone with respect to which all other indices are analyzed. In view of this, the scope of budget allocation to meet requirements of these education systems is considered as a basis for practical realization of the GSE accessibility principle (expansion of the GEEs network, banning of reduction of the number of GEEs, first of all, in rural areas through closing ungraded schools, reduction of the number of paid educational services, expansion of social support programs for pupils and teachers through schools, increase in the number of non-school establishments for development of creative ability and endowments of children and teenagers, etc.). Such index as the level of financial provision may be assumed as a basis for analysis of different aspects of GSE functioning because the value of this level creates real (material) foundation for any reforms. In case of insufficient funding of the education system or irrational distribution of

13 Ensuring Equal Access to Quality General Secondary Education in Ukraine 13 budgetary funds by public authorities that regulate GSE, social protection of pupils and teachers weakens considerably, while flow-out of teachers from schools intensifies. Statistical data of the State Statistics Committee of Ukraine relating to the GDP s absolute values prove growth of the GDP from year to year. However, inflation considerably decreased the value of the actual GDP and other budget social expenses, which resulted in disastrous devaluation of allocated funds, increase in arrears of teachers salaries and other payments. For example, according to data of the State Statistics Committee of Ukraine, in 1997 compared with 1991, the actual GDP decreased by 54.5%, and its largest decrease occurred in That crisis had quite prolonged character because only since 1997 the situation started to improve gradually, which had an effect, first of all, on the GDP value. Such situation was also characteristic for a majority of post-socialist countries of Central and Eastern Europe, and for Baltic States. However, in countries of Central Europe, except Socialist Republic of Yugoslavia, Macedonia and Albania, economic crisis did not have prolonged character like that. Thus, according to calculations carried out by the European Bank for Reconstruction and Development, since the 1990s in Ukraine, as well as in all countries of the former socialist camp, quick decline of the actual GDP value has started [13, p. 128]. Ukrainian economy having been in a grip of crisis over the last decade has conditioned changes in redistribution of the State Budget funds between individual lines of activity, which has became apparent in the insufficient level of budgetary financing of education as a whole and GSE in particular. Absolute values of allocations for GSE needs grew from year to year, at that their annual growth rate exceeded 10% [33 39]. However, the GDP s decline over a long period resulted in the fact that in % of the GDP were allocated for GSE, while only 2.2% for GEEs with a minor deviation from those values in different years. Recent data prove that over these years a legislative norm related to budgetary financing of education has not been implemented (Article 61 of the Law of Ukraine On Education ). Besides, in 1993, adoption of the Education State National Program required additional budgetary allocations at the rate of 25% of that amount. However, according to analytical data prepared by the Ministry of Education and Science of Ukraine for submission to the 3 rd Session of the Verkhovna Rada of Ukraine, the Fiscal Year 1994 Budget envisaged allocation of 9.7% of the gross national income for the whole education sector, however, actually, these expenditures made up only 6.6%: in fact, only expenditures connected with payment of wages were financed, at that with the delay of 2-3 months. Other cost items were financed to the insignificant extent, as a result the volume of construction and capital repairs considerably decreased, re-equipment of the laboratory base stopped almost completely, computerization of the educational process actually paused [14, p. 36]. At the same time inn 1993, an average value of the index of public expenditures for education in the OECD countries 6 reached 5.1% [9]. In 2002, OECD countries allocated 5.2% of the GDP on average for education [40, pp ]. In Poland, Hungary and the Republic of Belarus, this index is not only higher than the average index for the OECD countries, but also has a tendency towards stable growth over recent years. This proves that these countries are interested in independent financing of own education systems. However, despite the fact that the scope of budgetary financing in Ukraine is on the level 6 OECD Organization for Economic Cooperation and Development.

14 14 Education Quality Monitoring that approximately corresponds to the average OECD level, it is still considerably lower than the legislative norm and does not satisfy requirements of the GSE system Physical Accessibility of Education Level of Physical Accessibility of Preschool Education Preschool education is a compulsory initial component of the system of continuous education [5]. The Law of Ukraine On Preschool Education guarantees each child of a corresponding age the right to accessible quality free preschool education and equal opportunity for comprehensive development of his/her abilities. This logically implies that violation of at least one of the said principles of education naturally results in violation of the national education policy of Ukraine. Therefore the level of accessibility and effectiveness of this component is considered as a precondition for GSE accessibility and quality. In connection with this, the analysis of GSE was carried out taking into account performance results of the preschool education system of Ukraine. Continuity and succession of education in Ukraine means the state-guaranteed right to uninterrupted transition from one level of education to another, equal access to education for all groups of the population, possibility to permanently obtain knowledge and skills that help to form individuality, as well as unity and inheritance of pedagogical and educational principles and ideas. Statistical data analysis proves certain limitation of access to education for children and teenagers from rural area and from needy families in Ukraine. Almost every second rural family (44.3%) with preschool children has little chances to provide its children with corresponding education [26, p. 21]. This is confirmed by conclusions of the Razumkov Center experts (the Ukrainian Center for Economic and Political Studies named after Olexander Razumkov) drawn based on results of an all-ukrainian research affirming that rural population face considerable limitations in obtaining preschool and general secondary education judging from indices of physical accessibility of educational establishments [26, p. 21] caused by the absence of preschool establishments within their touch. Physical accessibility of education is characterized by availability of a sufficient and extensive network of educational establishments. In Ukraine over the period of , a network of educational establishments decreased by 8.8 thousand, which made up 35.9%, while the number of children involved in preschool education by thousand, which made up 60.1% of the basic value (the level of 1990). Reduction of the network of educational establishments affected, first of all, children from rural area. Essential distinctions in providing urban and rural children with preschool educational establishments cause one of the forms of social inequality in obtaining both preschool and other types of education. Many factors impact provision of preschool education for children, and not all of these factors result from deterioration of family welfare standards and decrease in volumes of budget allocation for education. Among such factors, one can emphasize the following: unwillingness of parents to send children to preschool educational establishments because of unsatisfactory care for children; absence of the need in preschool educational establishments because of mothers unemployment; increase in popularity of individual preschool education and development (institution of tutors) and some other factors. It is worthwhile mentioning that according to data of the Ministry of Education and Science of Ukraine, quantity of children visiting preschool educational establishments increases in recent years. Thus in the 2003/2004 school year, there were 15,304

15 Ensuring Equal Access to Quality General Secondary Education in Ukraine 15 kindergartens functioning, where almost 97 thousand children were brought up, which amounted to 48% of the total quantity of preschool children [4]. However, according to the information of S. Nikolaenko, the Secretary of the Committee on Issues of Science and Education of the Verkhovna Rada of Ukraine, two thirds of Ukrainian villages did not have preschool educational establishments as of the beginning of 2000; only in the second half of the 1990s, such establishments were closed in 2,400 villages [26, p.22]. Suspension of work of preschool educational establishments that occurred over several years was qualified by N. Karpachova, the Human Rights Commissioner of the Verkhovna Rada of Ukraine, as the violation of children s rights to preschool education [26, p. 22]. Other reason that limits access of children to quality preschool and general secondary education is financial inaccessibility of education for citizens because of the low social income they earn. In the course of an all-ukrainian survey, this reason was mentioned as one of the priority reasons by 20.2% of urban and 14.8% of rural families [26, p. 22]. More than 40% of families surveyed in April 2002 acknowledged that quality GSE in Ukraine is inaccessible to their children [1, p. 42]. Therefore among factors helping to analyze more thoroughly social phenomena that cause decrease in the level of GSE physical accessibility for individual categories of citizens and deteriorate its quality are such indices of socio-economic development as the Gini coefficient 7, an average wage and an unemployment level. According to data of a regional monitoring research [13, p. 133], considerable growth of inequality of household income was observed almost in all post-socialist countries over the period of transition. For example, the Gini coefficient almost doubled in some countries (Ukraine, Russia, Kyrgyzstan) over the period of : in Russia from 0.27 to 0.48; in Romania from 0.16 to 0.30; in Ukraine from 0.25 to Other index is an average wage level compared with the cost of living. According to data of the State Statistics Committee of Ukraine, the average wage dynamics reflected a general tendency in wage behavior typical of all CIS countries: it increased in , and there was a sharp wage decline the next year, in some cases almost by a third [39, p. 526]. International comparisons made in 2000 with regard to the share of GDP per capita also give not very comforting results: from 1992 to 1998 this index in Ukraine has doubled, but it is still considerably lower than in the Russian Federation, Turkey, Poland and other countries [39, p. 554]. Decline of household income, as a social phenomenon, enhances its negative influence on the level of accessibility and quality of education also with the emergence of private GEEs providing paid education in Ukraine (as well as in other post-socialist countries). Despite the fact that GSE is compulsory and the State guarantees provision of education according to fixed educational standards, general educational establishments are entitled to provide a range of paid educational services. Besides, private GEEs, in contrast to a majority of public, municipal and communal schools, have proper logistical support, good laboratory equipment that not only open the 7 The Gini coefficient is a measure to illustrate inequality of revenues and earnings of members of society: the higher it is, the deeper is social stratification of population. The coefficient is equal to 0 in case of perfect equality in income distribution (when everyone has the same income) and is equal to 1 in case of perfect inequality (when one person has all the income).

16 16 Education Quality Monitoring mind of pupils, but also enhance their chances to receive better higher education, and in perspective, their ability to earn a higher income [13]. The unemployment level in Ukraine has a tendency towards growth, this index being much higher in calculations carried out based on the methodology of the International Labor Organization. According to reports of the State Employment Center of Ukraine, an average level of registered unemployment equaled to 4.29% of able-bodied citizens as of July 1, At that, the unemployment level in Kyiv, Zakarpattia, Ternopil, Volyn, Lviv, Chernihiv, Rivne and Zhytomyr Regions amounted to %. In Ukraine, increase in the unemployment level has a corresponding effect on the manifestation and intensity of negative social phenomena, including phenomena that stimulate decrease in the index of involvement of children in school education Level of Physical Accessibility of General Secondary Education The problem of limited physical accessibility on the next level of continuous education, in the GSE system, will be examined in the following aspects: staffing; impact of such factors as a place of residence of a child and a social income level of a household on implementation of the principle of equal access to education. One of the factors adversely affecting GSE accessibility is a low level of salaries paid to teachers (see Annex 5). Since 1997, growth of the average wage in the education sector considerably decreased in comparison with growth of the average wage in Ukraine as a whole and salaries paid to public servants in particular. For example, in 2000, wage growth by all sectors of economy reached 29.2%, in the education sector 9.9%, while in the public administration system 51.1% [34 38]. It is true, though, that since 2001 the situation began to change for the better, but despite repeated increase in salaries of teachers, these salaries amounted to UAH 255 (or about USD 47) [26, p. 29] on average as of March 2002, which made up only 72% of the average wage by all sectors of economy, and these salaries were half as much as in industry and the public administration sector. So, notwithstanding efforts of the Government to improve the situation with teachers welfare growth, there appeared a tendency towards increase in the gap between the average wage of teachers and employees of industry and the public administration sector. As of the beginning of , the salary of secondary school teachers remained lower than the cost of living (at the level of 63.6%) 8. The low level of salaries, arrears of salaries and insufficient social protection determine flow-out of teachers from schools. In his Message to the Verkhovna Rada of Ukraine in 2002, the President of Ukraine mentioned incompatibility between salaries of teachers and the cost of living as the main factor that caused staff shortage in educational establishments [16, p. 54]. The main cause of this problem hides not in the insufficient number of teachers trained by HEEs (see Annex 6, Table 1), but in the unwillingness of HEEs graduates to work at school, while experienced staff quit pedagogical activity in search of a better paid job. One of the reasons causing limitation of GSE physical accessibility is related to the absence of educational establishments in individual centers of population. Despite the fact that Ukraine has rather extensive network of GEEs and considerable quantity of highly skilled 8 According to information of V.G. Kremen, the Minister of Education and Science of Ukraine [26, p. 29]. Incidentally, for comparison, an average wage in the education sector in Russia as of February 2001 exceeded the cost of living by 3.3 % [25].

17 Ensuring Equal Access to Quality General Secondary Education in Ukraine 17 pedagogic staff [31; 322], the problem of availability of general educational establishments in rural area is pressing and very similar to problems of availability of preschool education. As of the beginning of the 2000/2001 school year, the level of provision rural centers of population with GEEs made up 52%; there were no schools in 1,300 villages, each having more than 50 children of school age 9. At the August 2001 Collegium of the Ministry of Education and Science of Ukraine, it was stressed that almost a quarter of a million (247.4 thousand) of rural pupils, this was equal to 11.4% of the total quantity of pupils, were living outside walking distance to schools. The next reason is related to a sharp decrease in the network of boarding schools (decreased almost twofold over the last five years) [23, p.4]. Thus, physical accessibility of GSE for a considerable number of school age children in rural area is limited today, which will result tomorrow in limited access to higher education. Hence, lack of government financial support for normal operation of preschool educational establishments and a decrease in household income are the most serious reasons that brought to the decrease in the ratio of involvement of children in preschool and general secondary education as an initial component of the education system and to violation of key strategic lines and principles of the national education policy set forth in legal documents Impact of the Level of General Secondary Education Accessibility on Manifestation of Negative Social Phenomena There are several reasons underlying a decrease in the relative number of children who are receiving elementary and general secondary education, however, the most essential of them are those that reflect social phenomena: reduction of household income as a result of a decline in the industrial output volume and necessity to send children to earn money; growth of unemployment and consequent growth of social orphanage, homelessness and neglect of preschool and school children, growth of unlawful child labor; decline in prestige of knowledge and teacher s work because of its insufficient social protection and spiritual degradation of individual groups of the population; increase in juvenile delinquency; absence of GEEs in individual rural and mountain centers of population. The above mentioned phenomena are mutually dependent. The problem of limitation of GSE accessibility brings to the growth of unlawful child labor, child neglect and juvenile delinquency. Article 32 of the UN Children Rights Convention defines the children s right to protection against performance of any work that may be an obstacle for them to receive education or that may adversely affect their health, physical, mental, spiritual, moral and social development. Child labor in Ukraine was officially admitted in a 1997 governmental report on the status of children. It was mentioned in this report that about 700 thousand children aged up to 15 years are working in Ukraine, at that there are families where a child is the only bread-winner [26, p. 26]. By results of a survey carried out on the initiative of the International Labor Bureau within the framework of the International Program on Elimination of Child Labor [26, p. 9 According to information of V.G. Kremen, the Minister of Education and Science of Ukraine [26, p. 21].

18 18 Education Quality Monitoring 26], almost 5% of children aged 7 to 17 years have paid work in Ukraine. The most part of children begin to work at the age of 12, i.e. earlier than age legally permitted in Ukraine for beginning of labor activity; an average duration of their working week makes up more than 50% of a full working week. At that, in Ukraine, so-called Philippine type, when children are forced to earn their living at any price, prevails rather then the American type of child labor aimed at earning minor expenses [26, p. 26]. According to official data of the Ministry of Education and Science of Ukraine, child labor is a main reason for non-attendance of school by 30 thousand of school age children [2, p. 62]. Results of the 2001/2002 school year inspection of 2,615 enterprises of different patterns of ownership that was conducted by public authorities and local governments in cooperation with representatives of regional trade unions revealed a considerable quantity of laboring youth aged years from families having many children and low level of material support. Among senior pupils, there is a rather widespread tendency towards involving them in paid work intended for earning money to pay for their higher education. Thus, commercialization of higher school results in excluding children from the school educational process 10. The above mentioned negative impact on accessibility of GSE (and, in perspective, of higher education) is made by an increasing child neglect that spreads rather quickly: 12 thousand homeless children were registered in 1996 and almost 30 thousand in 2000 [26, p. 26]. One of the factors that cause the increase in neglect of children and teenagers is a decrease in different types of public assistance: subsidized food, medical care (systematic medical examinations, creation of specialized groups for children in lessons of physical culture, etc.), conduct of various out-of-class and out-of-school activities, arrangement of recreation at special holiday camps and sanatoriums. Over the period of , a tendency towards reduction of the extended school day system acquired a stable nature in Ukraine. It is true, though, that since 1998 there has been a minor increase in this index, however, it still differs greatly from values of the precrisis period of 1989 (see Table 1). Table 1. Involvement of GSE Pupils in Extended School Day Groups in Ukraine (of total number of pupils of 1-9 grades) Years % Analyzing socio-economic situation in these countries, international experts on education have arrived at a conclusion that reduction of any public assistance provided through schools affects a decision of most needy families to take a child from school [13, p ]. Another factor that has effect on child neglect and, therefore, on access to next levels of education and on education quality is a decrease in access of children to sources of art and culture, as well as to different non-school educational establishments as a result of reduction of a non-school educational establishments network and limitation of budgetary financing provided to these establishments. 10 According to data of L. Volynets, independent expert on human rights [2, p. 62].

19 Ensuring Equal Access to Quality General Secondary Education in Ukraine Total quantity Centers, palaces of out-ofschool work Centers, stations of technical creative work Centers, stations of young naturalists Centers, stations of young tourists-regional ethnographers 200 Centers, schools of aesthetic education Figure 1. Behavior of Quantity of Non-School Educational Establishments in Ukraine (according to data of the Ministry of Education and Science of Ukraine [30 32]) There is an increase in the number of pupils and audience in centers and schools of youth aesthetic education, schools of art and choreography, as well as an increase in the network of these establishments, however, a total number of their pupils makes up a minor percentage of the school age population as a whole. The share of pupils visiting non-school establishments, in comparison with the whole community of pupils of the GSE system, is steadily decreasing: from 22.7% in 1994 to 18.5% in 2000 (calculations are performed based on data of the Ministry of Education and Science of Ukraine [30 32]). The next factor that adversely affects the level of accessibility of GSE (as well as all other types of education) is an increase in the quantity of children brought up by one of the parents. According to data of the State Statistics Committee of Ukraine, an unemployment level among women is higher, and they have lower wages compared with men; therefore under conditions of an increase in paid educational services, children from such families are more vulnerable to reduction of opportunities in getting quality education (preschool, general secondary, and then higher). Aggravation of socio-economic crisis in the society and deterioration of the potential of universal moral values create preconditions for a growth of social orphanage. Statistical data of the Ministry of Education and Science of Ukraine prove the annual increase in the quantity of children who require governmental support and social protection in Ukraine. According to data of the UNESCO, there is a sharp growth of the quantity of orphan children and children lacking in parental care in all FSU countries, including Ukraine.

20 20 Education Quality Monitoring According to statistical data provided by the Ministry of Education and Science of Ukraine, as of the beginning of 2000, only about 7% of 100 thousand of orphan children and children lacking in parental care were those who have lost both parents. Only in boarding schools with different specialization, the number of orphan children is increasing by 3,500 4,000 persons annually. Such factors as reduction of the network of non-school educational establishments, outof-school classes and cultural infrastructure, as well as the growth of child and teenager neglect and upbringing in broken families directly impact the burst of juvenile delinquency [8; 9]. In , according to data of the State Statistics Committee of Ukraine, approximately 50-55% of convicted were young people under 30 years of age, of them quantity of teenagers aged years made up 9.5% (see Figure 2) Share of youth under 30 years, % Quantity of convicted aged years, % Figure 2. Youth Delinquency in Period since 1990 to 2002 in Ukraine (by data [10 12; 33 39]) Since , a tendency has appeared towards an increase, a fast-paced increase, of the number of convicted in this age categories, in particular in GSE pupils category. This index may be taken as one of the criteria of GSE productivity and social efficiency of public and social administration in the field of education related to ensuring the policy of equal access to quality education (see Figure 3).

21 Ensuring Equal Access to Quality General Secondary Education in Ukraine Quantity of pupils of GEEs,% Figure 3. Behavior of Quantity of GEE Pupils Who Committed Crimes (by data [10 12; 33 39]) It is worthwhile mentioning that in 2000 more than a half (60.4%) of convicted juveniles did not study or work [38] when they committed a crime, while ten years ago, in 1990, there were only 20% of such convicted [10]. Another point worthy of being especially noted is connected with a drastic increase in the share of grave crimes: since 1995, each second crime committed by juveniles is a grave crime. Hence, degradation of morals in society proves that school education and tutorage do not have an adequate impact on pupils any longer and have lost their authority and prestige. This situation requires that the State and public authorities in the field of GSE administration review the current social policy and mechanisms of its implementation Development of social administration and local governance in the education sector and enhancement of their efficiency and responsibility of officials for education of children and teenagers have great importance as well. 4. List of Recommendations Recommendation A. Introduction of a mechanism of public and social administration of GSE quality adequate to announced reforms and aimed at development of advanced public administration of GSE. Recommendation B. Ensuring of a legally approved level of GSE funding. Recommendation C. Improvement of the national and agency-level educational reporting system, in particular, with regard to ensuring equal access to general secondary education for all sections of the population as one of the conditions for conducting a complete analysis of effectiveness of the national education policy of Ukraine. Recommendation D. Introduction of different types of social support for pupils, especially from needy families, that will be paid out exclusively through general educational establishments.

22 22 Education Quality Monitoring 5. Description of Recommendations Recommendation A. To introduce a mechanism of public and social administration of GSE quality adequate to announced reforms and aimed at development of advanced public administration of GSE. Effectiveness of implementation of current educational reforms and efficiency of public administration of education, in particular with regard to ensuring equal access to quality general secondary education for citizens, are determined to the great extent by availability and smooth functioning of a corresponding mechanism. In order to solve many educational and social problems, including the problem of the increase in the level of accessibility of general secondary education in Ukraine, it seems expedient to introduce a mechanism of public and social administration of quality of education. This mechanism should develop, effecting the hierarchy of the current system of public administration of education, should be based on a public and social form of administration and should ensure influence of administration on various factors, which directly or indirectly determine the accessibility level of education (preschool, general secondary, non-school, etc.) and, therefore, its quality. Non-system, undeveloped state-social relations and actual absence of interaction in issues of education administration result in the fact that governmental structures keep working in a closed administrative manner and operate mainly in support of the current system, announcing, however only in a formal way, strategic tasks of education development. The proposed mechanism of public and social administration of education proves to be a complex formation. The first condition of its creation is ensuring transparency of the decision making process and hierarchy of the structure. On all levels of its functioning, especially on high levels, managerial decisions should be made based on results of joint informal discussions held by official public authorities that manage education and corresponding non-governmental organizations, credentials of which are strengthened by corresponding normative documents. Such organizations include boards of trustees of GEEs * ; pupil councils and parent committees of GEEs on city and, especially, regional and national levels (which in most cases exist today only formally and have no essential effect on adoption of specific decisions); non-governmental organizations, unions of pedagogues and other institutions. In this connection, arises a need in development of forms and a mechanism of community participation and influence on educational processes. The second condition of effective functioning of the mechanism of public and social administration is activity of so-called human factor, in other words, the initiative and potential of members of these organizations and the community. Therefore an essential influence factor is a level of civic consciousness of all society members, increase in which requires outreach activities among the population with regard to the national education policy on improvement of education quality and accessibility. The third condition is approval of corresponding normative documents which will determine a range of objectives, rights, duties and terms of reference of these organizations at all levels of public and social administration of education. The forth condition envisages arrangement of permanent independent (external) monitoring, tracking the state and processes within the GSE system at all levels, assessment of effectiveness of management activity and social influence. This means that one of the * A provision on their activity is already adopted.

23 Ensuring Equal Access to Quality General Secondary Education in Ukraine 23 key elements of the model we propose is a network of regional centers for GSE quality monitoring that will collect, summarize and interpret information on performance of the education system at all stages and levels of its functioning. This, in turn, will create an information database for development of a system of public and social administration of GSE of a corresponding level. Recommendation B. Ensuring of a legally approved level of GSE funding This recommendation envisages implementation of all regulatory acts of Ukraine related to determination of budget allocation for education, in particular for general secondary education, which remains inadequate so far. Full-scale budget allocation for education (not less than 10% of the national income and additionally within 25% of this amount for implementation of the Education. XXI Century National Program) will permit to improve considerably and even to normalize the work of the system of general secondary education: to decrease a flow-out of pedagogic staff from schools and, therefore, quantity of vacancies; to suspend closing of ungraded rural schools caused by impossibility of their maintenance at the cost of local budgets; to solve the problem of transporting pupils to remote schools; to launch programs of social protection and material support for teachers and children (first of all, from needy families) and other issues that currently limit accessibility to quality school education for children. Implementation of the legally approved ratio of funding in the education sector will permit to solve problems of cardinal increase in teachers salaries. One can actually meet a school requirement in pedagogic staff only by means of simultaneous and radical improvement of welfare and social status of teachers and by introduction of a legal mechanism for keeping graduates of pedagogic educational establishments by place of their assignment. In conditions of democratization of society, introduction of material incentive mechanisms, improvement of social status of teachers and prestige of their work confirmed by practice of everyday life are more effective and efficient measures. Therefore measures directed to forced retention of graduates of GEEs in general secondary school may result in reduction of competition among enrollees who want to obtain a pedagogic specialty at HEEs and in bloom of bribe-taking. It seems to be more expedient to rehabilitate centralized job placement by place of assignment for graduates of higher pedagogic establishments who have received their education based on the state order and therefore are obliged to work at school for a certain period of time (at least for three years). Recommendation C. Improvement of the national and agency-level educational reporting system, in particular, with regard to ensuring equal access to general secondary education for all sections of the population Administration of the system of general secondary education, as of any other system, will be efficient only in case of creation of a high-capacity and efficient database of reliable statistical managerial information. The current system of educational statistic reporting (national and agency-level) is heaped with quantitative information on individual aspects of activity of the GSE system, however, its structure, indices, gathering methods, processing and storage means make it of little use for analysis of the condition and forecasting of perspectives of the education system development and, in particular, for resolution of the problem of GSE accessibility and increase in the coefficient of involvement of children in GSE. In this connection, it is expedient to: review the current system of educational statistics, update indices of GSE quality and accessibility and methods of information gathering; create an information system of GSE administration in each region, which should be part of the analogous national information system; carry out training and retraining of employees of agencies of public administration on issues of analysis and interpretation of statistical information.

24 24 Education Quality Monitoring Recommendation D. Introduction of different types of social support for pupils, especially from needy families, that will be paid out exclusively through general secondary educational establishments. For the purpose of prevention of pupils flow-out from schools, provision of material support for children, first of all, from needy families, and creation of additional encouraging incentives for them, it is proposed to implement (and revive) various types of social assistance which should be provided only through general secondary educational establishments. Such types of social support include: institution of scholarship holders for gifted and talented pupils, which can be established by a city state administration, charitable foundations, natural personssponsors and curators of an educational establishment, and others; free and systematic (diagnostic and preventive) medical care for schoolchildren through the system of school medical rooms; free or subsidized school food, organization of recreation for children at special recreation centers and provision of facilities in sanatoria and health resorts for schoolchildren with weak health and other; social grants to mothers (fathers) of large families who have school age children through the school in which these children study; savings cash targeted accounts (for continuation of education in HEEs) for gifted children and children from needy families opened in the name of the schoolchild by a school or a sponsor; 6. Conclusion Long shortage of public finance and absence of an effective mechanism of their distribution reduce the level of GSE accessibility and quality of GSE staffing, adversely affect the level of social protection of all participants of the educational process, limit access of talented and gifted pupils to non-school educational establishments which violate their rights to free and comprehensive development of their talents. To a great extent, accessibility and quality of higher and vocational education, which also means implementation of the principle of succession of education, depend on the level of GSE accessibility and quality. These educational levels are interconnected by succession of education and are based on outgoing results of the previous stage of education. Thus, ensuring of equal access and implementation of the principle of compulsory school education will promote not only improvement of GSE as the first educational level, but also development of mechanisms of public administration of education and strengthening of intellectual potential of higher education in the person of enrollees. Policy options and recommendations suggested in this research will promote improvement of conditions for obtaining education, first of all, by children and teenagers from needy families and families in rural area. Study of experience of other countries of the world, including post-socialist countries, proves that this problem is resolved by complex state measures and can be settled only on condition of adhering to legislation and active participation of community in processes of administration of education and increase in the level of GSE accessibility. Policy options suggested in this research require further wide discussions with government authorities and academic community of Ukraine for the purpose of finding the most effective ways of their implementation.

25 Ensuring Equal Access to Quality General Secondary Education in Ukraine References 1. Биченко Андрій. Українська освіта очима українців // Національна безпека і оборона С (Bychenko Andriy. Ukrainian education by eyes of Ukrainians //National Security and Defense. No PP ). 2. Волинець Л. Деякі аспекти праці дітей в Україні // Національна безпека і оборона С (Volynets L. Some aspects of child labor in Ukraine //National Security and Defense No. 4. PP ). 3. Діти України в умовах перехідного періоду: Аналіз ситуації. К.: Генеза, с. (Children of Ukraine in conditions of the transitional period: Situation analysis. К: Geneza, p. 82). 4. Інформаційна довідка Міністерства освіти і науки України до виставки Освіта України К., с. (Information memo of the Ministry of Education and Science of Ukraine for the Exhibition Education of Ukraine К, p. 86). 5. Закон України Про дошкільну освіту від р // Освіта України: Нормативно-правові документи. К.: Міленіум, С (Law of Ukraine On Preschool Education dated No //Education of Ukraine: Regulatory documents. К: Millennium, PP ). 6. Закон України Про загальну середню освіту від р., 651-ХІV // Освіта України. Нормативно-правові документи. К.: Міленіум, С (Law of Ukraine On General Secondary Education dated , No. 651-ХІV //Education of Ukraine. Regulatory documents. К.: Millennium, PP ). 7. Закон України Про освіту від р ХІІ // Освіта України. Нормативно-правові документи. К.: Міленіум, С (Law of Ukraine On Education dated No ХІІ //Education of Ukraine. Regulatory documents. К: Millennium, PP ). 8. Лукіна Т.О. Доступність здобуття освіти: аналіз результатів міжнародного дослідження // Шкільний світ (80). С (Lukina T.O. Accessibility of education: analysis of international research results //School World No. 24 (80). PP. 1-16). 9. Лукіна Т.О. Реалізація освітньої державної політики України: аспект доступності освіти // Статистика України С (Lukina T.O. Implementation of the national education policy of Ukraine: education accessibility aspects //Statistics of Ukraine No. 4. PP ). 10. Народне господарство Української РСР у 1990 році: Статистичний щорічник / Відп. за випуск В.В.Самченко. К.: Техніка, с. (National economy of Ukrainian SSR in 1990: Statistical Yearbook /Responsible for the edition V.V.Samchenko. К: Technika, p. 496). 11. Народне господарство Української РСР у 1991 році: Статистичний щорічник / Відп. за випуск В.В.Самченко. К.: Техніка, с. (National economy of Ukrainian SSR in 1991: Statistical Yearbook / Responsible for the edition V.V.Samchenko. К.: Technika, 1992 p. 468). 12. Народне господарство Української РСР у 1992 році: Статистичний щорічник / Відп. за випуск В.В.Самченко. К.: Техніка, с. (National economy of Ukrainian SSR in 1992: Statistical Yearbook /Responsible for the edition V.V.Samchenko. К.: Technika, 1993 p. 494).

26 26 Education Quality Monitoring 13. Образование для всех? Региональный мониторинговый доклад 5 проекта MONEE. Международный центр развития ребенка ЮНИСЕФ. Atar SA, Швейцария, с. (Education for all? Regional monitoring report No. 5 of the MONEE Project. UNICEF International Child Development Center. Atar SA, Switzerland, p. 145). 14. Освіта в Україні рр. (інформаційно-аналітичний матеріал до розгляду на ІІІ сесії Верховної Ради України). К., с. (Education of Ukraine, (information and analytical material submitted to the III Session of the Verkhovna Rada of Ukraine). К, p. 65). 15. Освіта України. Інформаційно-аналітичний огляд / Під заг. ред. В.Г. Кременя. К. ЗАТ НІЧЛАВА, с. (Education of Ukraine. Information and analytical survey. / Under the general editorship of V.G. Kremen. К, CJSC NICHLAVA, p. 224). 16. Послання Президента України до Верховної Ради України: про внутрішнє і зовнішнє становище України у 2002 році. К., с. (Message of the President of Ukraine to the Verkhovna Rada of Ukraine: on internal and external position of Ukraine in К, p. 473). 17. Про додаткові заходи щодо забезпечення розвитку освіти в Україні / Указ Президента України від р. 941 // kuchma.gov.ua/. (On additional measures on ensuring of education development in Ukraine /Decree of the President of Ukraine dated No. 941 // 18. Про додаткові заходи щодо посилення соціального захисту багатодітних та неповних сімей /Указ Президента України від р., 1396 // (On additional measures on strengthening of social protection of large and broken families /Decree of the President of Ukraine dated , No // 19. Про заходи щодо запобігання дитячої бездоглядності / Указ Президента України від р., 113 // (On measures on prevention of child neglect /Decree of the President of Ukraine dated , No. 113 // 20. Про заходи щодо поліпшення функціонування та розвитку загальної середньої освіти / Указ Президента України від р., 580 зі змінами р., 174 // Освіта України. Нормативно-правові документи. К.: Міленіум, С (On measures on improvement of functioning and development of general secondary education /Decree of the President of Ukraine dated , No. 580 with amendments dated , No. 174 //Education of Ukraine. Regulatory documents. К.: Millennium, PP ). 21. Про Національну доктрину розвитку освіти / Указ Президента України від р., 347 // Освіта України С (On the National Doctrine of Education Development //Decree of the President of Ukraine dated , No. 347 //Education of Ukraine No. 33. PP. 4 6). 22. Указ Президента України від 18 жовтня 1997 Про основні напрями соціальної політики на роки // Орієнтир жовтня. (Decree of the President of Ukraine dated October 18, 1997 On Social Policy Guidelines for //Orientyr October 30).

27 Ensuring Equal Access to Quality General Secondary Education in Ukraine Про підсумки роботи загальноосвітніх та професійно-технічних закладів у 2000/2001 навчальному році та основні завдання на новий навчальний рік / Рішення колегії Міністерства освіти і науки України від , 9/1 3 // Інформ. зб. МОН України С (On results of work of general secondary and vocational schools in the 2000/2001 school year and main tasks for the new school year /Decisions of the Collegium of the Ministry of Education and Science of Ukraine dated , No. 9/1 3 // Collected information of MES of Ukraine No. 20. PP. 3 12). 24. Про стан, напрями реформування і фінансування освіти в України / Постанова Верховної Ради України від , 2551-ІІІ // Освіта України. Нормативно-правові документи. К.: Міленіум, С (On the condition, lines of reforming and financing of education in Ukraine /Resolution of the Verkhovna Rada of Ukraine dated , No ІІІ //Education of Ukraine. Regulatory documents. К: Millennium, PP ). 25. Российское образование к 2001 году. Аналитический обор // gov.ru/windows/obzor.html. (Russian education by Analytical survey // 26. Система освіти в Україні: стан та перспективи розвитку // Національна безпека і оборона С (System of education in Ukraine: state and development perspectives //National Security and Defense No. 4. PP. 1 35). 27. Статистичний бюлетень за 2002 рік / Державний Комітет статистики України / Відпов. за вип. Забродський П.П. К., с. (2002 statistical bulletin /State Statistics Committee of Ukraine /Responsible for the edition Zabrodsky P.P. К, p. 188). 28. Статистичний бюлетень за 2003 рік / Державний Комітет статистики України / Відпов. за вип. Забродський П.П. К., с. (2003 statistical bulletin /State Statistics Committee of Ukraine /Responsible for the edition Zabrodsky P.P. К, p. 220). 29. Статистичний бюлетень за січень вересень 2003року / Державний Комітет статистики України / Відпов. за вип.. Забродський П.П. К., с. (January-September 2003 statistical bulletin /State Statistics Committee of Ukraine /Responsible for the edition Zabrodsky P.P. К, p. 242). 30. Статистичний збірник. Загальноосвітні, позашкільні, дошкільні та професійно-технічні навчальні заклади ( р.р.). К.: ВВП Компас, с. (Statistical digest. General secondary, non-school, preschool and vocational educational establishments ( ). К, VVP Compass, p. 136). 31. Статистичний збірник. Загальноосвітні, позашкільні, дошкільні та професійно-технічні навчальні заклади ( р.р.). К.: ВВП Компас, с. (Statistical digest. General secondary, non-school, preschool and vocational educational establishments ( ). К, VVP Compass, p. 112). 32. Статистичний збірник. Загальноосвітні, позашкільні, дошкільні та професійно-технічні навчальні заклади ( р.р.). К.: ВВП Компас, с. (Statistical digest. General secondary, non-school, preschool and vocational educational establishments ( ). К, VVP Compass, p. 112). 33. Статистичний щорічник України за 1995 рік: Довідкове видання / Міністерство статистики України. К.: Техніка, с. (1995 statistical yearbook of Ukraine. Reference book /Ministry of Statistics of Ukraine. К.: Technika, 1996 p. 576).

28 28 Education Quality Monitoring 34. Статистичний щорічник України за 1996 рік: Довідкове видання / Міністерство статистики України / Відп. за вип. О.Г. Осауленко. К.: Українська енциклопедія, с. (1996 statistical yearbook of Ukraine. Reference book /Ministry of Statistics of Ukraine /Responsible for the edition O.G. Osaulenko. К: Ukrainian Encyclopedia, p. 618). 35. Статистичний щорічник України за 1997 рік: Довідкове видання / Міністерство статистики України / Відп. за вип. О.Г. Осауленко. К.: Українська енциклопедія, с. (1997 statistical yearbook of Ukraine. Reference book /Ministry of Statistics of Ukraine /Responsible for the edition O.G. Osaulenko. К: Ukrainian Encyclopedia, p. 623). 36. Статистичний щорічник України за 1998 рік: Довідкове видання / Міністерство статистики України / За ред. О.Г. Осауленка; відп. за вип. В.А. Головко. К.: Техніка, с. (1998 statistical yearbook of Ukraine. Reference book /Ministry of Statistics of Ukraine /Edited by O.G. Osaulenko; Responsible for the edition V.A. Golovko. К.: Technika, 1999 p. 576). 37. Статистичний щорічник України за 1999 рік: Довідкове видання / Міністерство статистики України / За ред. О.Г.Осауленка; відп. за вип. В.А. Головко. К.: Техніка, с. (1999 statistical yearbook of Ukraine. Reference book /Ministry of Statistics of Ukraine /Edited by O.G. Osaulenko; Responsible for the edition V.A. Golovko. К.: Technika, 2000 p. 645). 38. Статистичний щорічник України за 2000 рік: Довідкове видання / Міністерство статистики України / За ред. О.Г. Осауленка; відп. за вип. В.А. Головко. К.: Техніка, с. (2000 statistical yearbook of Ukraine. Reference book /Ministry of Statistics of Ukraine /Edited by O.G. Osaulenko; Responsible for the edition V.A. Golovko. К.: Technika, 2001 p. 598). 39. Статистичний щорічник України за 2001 рік: Довідкове видання / Міністерство статистики України / За ред. О.Г. Осауленка; відп. за вип. В.А. Головко. К.: Техніка, с. (2001 statistical yearbook of Ukraine. Reference book /Ministry of Statistics of Ukraine /Edited by O.G. Osaulenko; Responsible for the edition V.A. Golovko. К.: Technika, 2002 p. 644). 40. Стратегія реформування освіти в Україні: Рекомендації з освітньої політики. К.: К.І.С., с. (Reform Strategy for Education in Ukraine: Educational Policy Recommendations. К: К.I.S, p.). 41. Україна у цифрах у 2002 році: Короткий статистичний збірник / Державний комітет статистики України / Відпов. за вип. В.А. Головко.За ред. О.Г. Осауленка. К.: Держкомстат України, с. (Ukraine in figures in 2002: Brief statistical digest /State Statistics Committee of Ukraine /Responsible for the edition V.A. Golovko /Edited by O.G. Osaulenko. К: State Statistics Committee of Ukraine, p.). 42. Юхновський Ігор. Рівень освіти в Україні в середньому є нижчим, ніж в індустріально розвинених країнах // Український регіональний вісник листопада. С. 9. (Yukhnovsky Ihor. Level of education in Ukraine is lower on average than in industrially developed countries //Ukrainian regional bulletin November 15 P.9.).

29 Vadym LUNYACHEK Informatization of General Secondary Educational Institutions in Ukraine: Evaluation and Support of Informatization Processes (Kharkiv Oblast Experience) 1. Executive Summary During the recent years in Ukraine one could observe a substantial acceleration of general secondary education informatization, caused by global informatization of the Ukrainian society and the whole world. Above all the focus is made at computerization of teaching and educational process and connecting general secondary schools to Internet. However, first results of computerization of general secondary education prove the fact that current strategy has a number of considerable weaknesses in its practical implementation and does nor cover certain important issues. For example, there are problems of computerization of general educational institutions in small oblast towns; provision of general educational institutions with application software to use in teaching and educational process and administrative support; Internet connection in schools; development of web-resources for general secondary education; use of distance learning capacities to organize postgraduate education for pedagogues and support of profile education of senior high school students. Within this context of major importance is evaluation of effectiveness and support of informatization processes in general educational institutions (GEI). This work contains analysis of computerization as an important element of GEF informatization process as projected on the Kharkiv region; offers recommendations concerning optimization of informatization process using appropriate procedures on the basis of innovative factorial and criteria quality control models. Recommendation А. Optimization of approaches towards provision of general educational institutions with computer equipment and Internet connection. Recommendation B. Increase of supplying general educational institutions with application software. Recommendation C. Introduction of distance learning in the system of postgraduate pedagogical education to increase qualification of administrators and pedagogues in general educational institutions as well as the system of general secondary education to support profile education of senior high school students. Recommendation D. Holding organizational and methodological events, directed at intensification of informatization processes in general educational institutions. 2. Introduction During the recent years a certain system has been established in Ukraine regarding general secondary education informatization implementation. As a rule, this concerns such areas as computerization of teaching and educational process and connection of general educational institutions to Internet. Acceleration of general secondary education informatization is a result of global informatization of Ukrainian society. Currently this sphere has grounded legislative and normative basis. Above all, these are: the Law of Ukraine on Education (1996); the Law of

30 30 Education Quality Monitoring Ukraine on the Concept of National Informatization Program (1998); the Law of Ukraine on the National Informatization Program (1998); Resolution of the Verkhovna Rada of Ukraine on Approval of Regulations concerning Consultative Council on Informatization at the Verkhovna Rada of Ukraine (1998); Resolution of the Cabinet of Ministers of Ukraine on Approval of Regulations on Formation and Execution of National Informatization Program (1998); the Law of Ukraine on general Secondary Education (1999); Decree of the President of Ukraine on Actions Concerning Development of National Constituent of Internet Global Information Network and Support of Wider Access to This Network in Ukraine (2000); Decree of the President of Ukraine on Additional Measures to Ensure the Development of Education in Ukraine (2001); Resolution of the Cabinet of Ministers of Ukraine on Approval of Informatization Program for General Educational Institutions and Computerization of Rural Schools for (2001); State National Program Education (Ukraine of 21 st Century) (2001); the Concept General Secondary Education (12-year high school curriculum) (2001); the Concept of Informatization of General Educational Institutions, Computerization of Rural Schools (2001); the Concept of Distance Learning Development in Ukraine (2001); National Doctrine of Education Development (2002); State Program A Teacher (2002); Program of Distance Learning System Development for (2003); Regulation on Distance Learning (2004); Resolution of the Cabinet of Ministers of Ukraine on Approval of Comprehensive Program of Provision General, Professional and Technical Schools and Schools of Higher Education with Modern Technical Educational Equipment in Studying Natural, Mathematics and Technical Disciplines (2004). At the same time first results prove that current approaches contain a number of substantial drawbacks in their practical application and do not cover certain urgent issues, connected with informatization of general secondary education. For example, only recently they started to equip computer classes in rural educational institutions in sets which depended directly from the number of senior school students (students of 7-11 grades). The approach, used in , did not consider the fact that the majority of rural general schools are quite small or with small numbers of students in classes. So, rural educational institutions received more computers that they needed at that time. This led to ineffective use of computer equipment and reduction of computerization rates. Other mistakes and drawbacks in computerizing general secondary education also include the fact, that in accordance with the Program of informatization of general educational institutions and computerization of rural schools, computer equipment was distributed exclusively among rural schools. As a result, small town schools do not receive computers from the state, while local authorities, having tiny local budgets, are not able to carry out computerization of educational institutions in their areas. Oblast centers and larger cities are better positioned owing to the greater profit share of their budgets. The problem is deepened by the fact that the majority of school children do not have an opportunity to use computers at home. Mechanic, reckless distribution of computer equipment among general educational institutions caused a problem of different nature. It is connected with computer usage, especially in rural areas. The lack of license basic and educational software, trained personnel and other factors causes low effectiveness of outputs of installed computer sets. Some of them function no more then 4 hours per week. Quite small is a percentage of Internet connections in educational institutions, especially using modern technologies. Of some concern is low numbers of general educational institutions and education authorities,

31 Informatization of General Secondary Educational Institutions in Ukraine 31 which use software administration tools. The issue of establishment of national informational educational network became urgent. The problem of provision general educational institutions with Internet access is positively resolved as a rule in large cities and city suburbs. A considerable number of rural rayons do not use Internet or do it formally. The main reason for that is the lack of appropriate technical capacities. And this requires principal decision at the government level. In addition, in many cases connection to global network is done through commutated lines. The quality and speed of such connection is extremely low, and this prevents users (meaning students themselves) to use Internet resources and services in a computer classroom. Obviously, the problem can be resolved only through dedicated line connection or using radio Ethernet technology. The absolute percentage of such connections is extremely low. Web-resources of general secondary education also require a serious improvement. The majority of general educational institutions does not have their own Web-sites or separate Internet pages. At the same time it should be noted that 95% of operational school web-sites are designed as school s virtual visiting card. Such sites are not informative, uninteresting and rarely revisited. This means that administration of general educational institutions have little understanding of importance of such work, especially in communications with external environments. Another important problem is the lack of domestically produced application software for teaching and educational process. In many cases schools use software products of Russian and foreign origin, which do not comply with current Ukrainian curricula and textbooks. The application software market for the needs of general secondary education requires improvement. Currently there are only 14 software products, which were approved by the Ministry of Education and Science of Ukraine and can be use for education purposes. These products are as follows:

32 32 Education Quality Monitoring Table 1.The list of pedagogic software, which is authorized by the Ministry of Education and Science (MES) and have UkrSEPRO certificate of conformance Educational computer program 1 Program and methodical complex Video interpreter of search and sorting algorithms 2 Dynamic geometry pack 3 Electronic educational course Ukraine and Its Regions 4 Electronic manual Biology 8 9 Subject Information science Class (course), educational and qualification levels, for which the software is intended for For grades of general educational institutions Geometry For grades 7 9 of general educational institutions Geography For grades 8 9 of general educational institutions Biology For grades 8 9 of general educational institutions Short annotation Developer It is developed for use in education for the course Basics of algorithmization and programming as a tool to promote better understanding of PC working principles, to improve logic of programming. Pascal is a working computer language. Software is intended for teaching geometry in grades 7 9. The goal is to provide opportunities for independent learning of geometry concepts by means of experiments on PC. This software can also be used to illustrate course assignments and theorems. Has technical capacities and information basis for learning a geography course; has a scaling functions; each map has commentaries. Availability of questions allows a user to perform self-test. Atlas can be useful not only as an educational software, but to be of use for managers, business people, tourists. Multimedia program allows examining organs of all human body systems. Real photographs and videos help to learn about human physiology. The program is simple and user-friendly. Kherson State University.Laboratory of educational software development Kharkiv State Pedagogic University named after Hryhoriy Skovoroda Institute of Advanced Technologies, Kyiv Institute of Artificial Intellect Issues at MES and NAS of Ukraine, Donetsk

33 Informatization of General Secondary Educational Institutions in Ukraine 33 Informatization of General Secondary Educational Institutions in Ukraine 33 5 Pedagogic software Myths and tales of world 6 Educational environment Words 7 Electronic atlas Economic and social geography of the world 8 Electronic database Human, Society, World 9 Program environment System of linear Equations 10 Program and methodical complex Periodic Table History, foreign literature English language For grades 8 11 of general educational institutions For grades 5 11 of general educational institutions Geography For grades of general educational institutions History For grade 11 of general educational institutions Algebra For grades 7 8 of general educational institutions Chemistry For grades 7 8 of general educational institutions Contains myths of peoples of China, India, Egypt, Middle East, Greece, Africa, America, Australia; Slavs, Celts, Vikings, Romans. The manual is illustrated and contains animated videos. It is easy and accessible for use. The program allows easy memorizing of words and phrases; to test the level of memorizing; to make lists of words and add pictures. This software is effective and user-friendly. Application software has technical capacities and information basis for learning this course. The program contains functions of outgoing imaging and traveling, which makes the work with maps easier. This atlas can be of use for anyone, interested in geography. Oriented on support of qualified teaching in schools, self-education; it has a user-friendly interface, allowing a teacher to realize author pedagogic ideas. Software allows the following: solution of systems of linear equations using graphic and substitution methods, as well as text assignments, which have systems of linear equations as their mathematics model. Serves as a textbook and visual manual on inorganic chemistry. Application software is intended for teachers use during the chemistry lessons, as well as during self-learning of modern nomenclature of chemical elements in Ukrainian, Latin, Russian, and English. Institute of Artificial Intellect Issues at MES and NAS of Ukraine, Donetsk Kharkiv State Pedagogic University named after Hryhoriy Skovoroda Institute of Advanced Technologies, Kyiv Institute of Pedagogy of Academy of Pedagogic Sciences of Ukraine, Kyiv Kherson State Pedagogic University Kharkiv State Pedagogic University named after Hryhoriy Skovoroda

34 34 Education Quality Monitoring Interactive testing system Shkolyaryk (A Pupil) 12 Pedagogic application software Physics-7 13 Electronic atlas on the History of Ukraine 14 ECC (Educational computer complex) Administrator For testing For general educational institutions Physics For grade 7 of general educational institutions History For grade 5 of general educational institutions Information science For grades of general educational institutions Education Quality Monitoring Application software Shkolyaryk allows testing in remote mode of local network and distance testing. This system can be installed on any PC with OS Windows This program orients on both information support and student s independent work. User-friendly interface and simplicity of lesson constructor allows a teacher to realize author pedagogic ideas without programming. Application software has technical capacities and information basis; it contains functions of outgoing imaging and traveling, which makes the work with maps easier; provides detailed and general information. Software is intended to provide teachers with interactive manual on practical servicing of computer equipment, systematization and deepening of knowledge in this field; self-education skills using distance learning. Kharkiv State Pedagogic University named after Hryhoriy Skovoroda Kvazar-Micro Techno corporation Institute of Advanced Technologies, Kyiv National Technical University KPI, Kyiv

35 Informatization of General Secondary Educational Institutions in Ukraine 35 Application software market for administration support is represented by a single product, which has a seal of the Ministry of Education and Science of Ukraine (MES), namely Effective School ХХІ, used primarily in Kharkiv, Poltava oblasts and in some schools of Kyiv oblast. The system of general secondary education insufficiently uses capacities of distance learning to improve professional level of pedagogues and to support profile courses teaching in senior grades. So, having generally positive dynamics of informatization of GEI, there exist some problems, which require search for positive resolution in the context of establishment of the national platform for Ukrainian school system informatization. 3. Analysis of Informatization Level of General Educational Institutions in Ukraine (by the example of Kharkiv oblast) 3.1. The Problem of Insufficient Informatization Level of Region s General Educational Institutions Analyzing current situation around computerization of general secondary education using example of Kharkiv region, it should be stated, that recently the rate of computer equipment provision to Kharkiv oblast secondary schools has increased. For example, only during computers were installed, while beginning from 1980s only 3041 computers were installed in schools. From the beginning of this year until August 1, 2004 schools were equipped with 414 PCs. Computer equipment installation is financed from state, oblast and local budgets, and from off-budget funds. Ratios of financing such actions between the Ministry of Education and Science of Ukraine (MES), Central Administration of Education and Science (CAES), rayon state administrations (RSA) and other sources in 2003 and first six months of 2004 are reflected in Diagram 1. Purchase of computer equipment in 2004 (as of August 1, 2004) 4% 17% 60% 19% MES CAES RSA Off-budget funds Diagram 1. Ratios of Financing Sources for Computerization of General Educational Institutions in Kharkiv oblast in 2003 and first 6 months of 2004 At the same time 22,6% of general educational institutions in Kharkiv oblast do not have a single modern computer equipment. Similar problems exist in other regions of

36 36 Education Quality Monitoring Ukraine. If, for example, in Kyiv or in Zakarpatya oblast all general educational institutions have equipped computer classes, then in Kirovohrad oblast there are only 20% of such schools (Table 2), (Diagram 2). Table 2. Dynamics of Provision of Kharkiv Oblast General Educational Institutions with Computers Total number of schools Number of schools, equipped with computers 2003 (as of January 1, 2004) (units) % 2004 (as of August 1, 2004) (units) Total, rural: , ,1 Total, urban: , ,6 Total, Kharkiv: , ,0 Total, oblast: , ,4 % Equipment of general educational institutions of І-ІІІ level with modern ECC (as of ) Number of installed ECC/Number of GEI of I-III level (%) Kirovohrad Zhytomyr Ivano-Frankivsk Crimea Poltava Kherson Cherkasy Luhansk Sumy Kyiv oblast Ternopil Chernivtsi Donetsk Odesa Vinnytsia Zaporizhya UKRAINE Lviv Chernihiv Kharkiv Dnipropetrovsk Mykolayiv Volyn Khmelnytskyi Rivne City of Sevastopol Zakarpatya City of Kyiv Diagram 2. Equipment of General Educational Institutions of І-ІІІ level with Modern Computer Classes (as of ) An important computerization indicator is a number of students per one computer. For example, in rural areas of Kharkiv oblast there are 73 students per one computer on average; 80 students in the city of Kharkiv and 146 students in towns of oblast subordination (Table 3).

37 Informatization of General Secondary Educational Institutions in Ukraine 37 Table 3. Dynamics of Number of Students in Kharkiv Oblast General Educational Institutions per one Modern Computer set 2003 (as of January 01, 2004) (persons) The number of students 2004 (as of August 1, 2004) (persons) Total, rural: Total, urban: Total, Kharkiv: Total, oblast: Table 4 contains comparisons of data from various countries concerning the number of students per one IBM-compatible computer. Table 4. Comparative Data from Various Countries Concerning the Number of Students per one IBM-compatible PC Country Number of students per one PC USA 7 Germany 10 France 15,3 colleges; 7 lyceums; 5,1 elementary schools Russia 20 Belarus 23 Poland Average 30: 20 lyceums; 28 gymnasiums; 44 elementary schools Tatarstan 47 Ukraine 82 Kyrgyzstan 249 As for the use of computer equipment in education system administration, it is necessary to state that in Kharkiv oblast (which is rather active in this sphere) only 44,2% of general educational institutions work in this sphere. The problem of use of informational and communicational technologies in management is lacking actualization by educational authorities. At the same time it is obvious that the progress of GEI informatization ratio depends above all on administrators, their personal attitudes towards current processes. An important aspect of this problem is psychological readiness of heads and administrators of educational establishments to introduce informational and communicational technologies in their activities; their lack of skills and literacy to work with computer equipment. Our study demonstrated that only 54,8% of school administrators used personal computer in their work, and 29,3% used Internet 11. As for linking Kharkiv oblast general educational 11 Within this research 385 participants of extension courses for administrators and heads of general educational institutions were polled. Such courses were held at Kharkiv oblast scientific and methodological institute of continuous education in 2003.In questionnaire there were questions concerning PC and Internet use by managers inn their professional activities.

38 38 Education Quality Monitoring institutions to Internet, this index shows 43,3% from the general number of oblast GEI (Table 5). In Kharkiv 96,7% of all general educational institutions have Internet connection; 28.2% of rural schools and 51.6% in towns of oblast subordination (Diagram 3). At the same time it should be stated that among educational institutions, that already have Internet connection, only 23% are linked using modern technologies (this makes only 7% of all general educational institutions in Kharkiv oblast). This is connected with both financial and technical problems. In the city of Kharkiv there are currently about 30 Internet providers, while in villages and small towns there are only 3 providers. Provider companies, which work in rural areas, cannot provide quality connection top all settlements with general educational institutions. And this is the national-level problem. Another important regional and all-ukrainian problem is adequate provision of educational process with application software, listed above. Available software, authorized by the Ministry of Education and Science, does not satisfy market demands. Partially vacuum is filled by software, which can be downloaded from Internet or purchased from foreign developers. However, such courses as Ukrainian language and literature, geography, the majority of elementary school courses remain virtually unsupported with application software. Number of schools (%) 100,0 80,0 60,0 40,0 20,0 0,0 Dynamics of linking Kharkiv oblast general educational institutions to Internet (%) 86,1 96,7 10,0 28,2 12,9 51,6 25,2 43,3 Total, rayons Total, towns Total, Kharkiv Total, oblast 2003 (as of January 1, 2004) 2004 (as of August 1, 2004) Diagram 3. Dynamics of Linking Kharkiv oblast General Educational Institutions to Internet (%). The problem of licensed basic software is still unresolved in the region. In order to implement requirements of Resolution of the Cabinet of Ministers of Ukraine on Approval of Concept of Legalization of Software and Battling Its Illegal Use No. 247-p as of may 15, 2002, Letters of the Ministry of Education and Science of Ukraine On the Use Unlicensed Software Products No /565 as of February 24, 2003 and Ensuring Observance of Copyright in Purchasing Software No. 1/9-262 as of May 25, 2003, schools of general institute of continuous education in 2003.In questionnaire there were questions concerning PC and Internet use by managers inn their professional activities.

39 Informatization of General Secondary Educational Institutions in Ukraine 39 education gradually started to legalize software products, produced by Microsoft company. Until 2001 Kharkiv oblast system of general secondary education used only 8 legal copies of Microsoft Windows operational system and Microsoft Office application pack. During 2001 and licensed copies of these software products were installed, which constitutes only 26% of the total number of computers, installed during this period of time. In licensed products were installed (84,7% of the total number of computers installed in schools during this period). All computer equipment supplies in 2004, funded by oblast and the city of Kharkiv budgets also foresee installation of licensed Microsoft software. At the same time it is necessary to emphasize that readiness of pedagogic personnel to use informational and communicational technologies in their work remains a crucial problem. It can be explained, above all, by low motivation of the majority of pedagogues caused by the lack of knowledge regarding capacities of modern ICT. In addition, it was practically proved that the majority of pedagogic personnel are not ready to use actively appropriate software complexes. Polling of the best teachers heads of Rayon methodological associations (RMA) shows that only 27% of them have necessary skills to use PC and 17% know how to work in Internet. Among all questioned teachers the best results concerning PC and Internet use (according to the polling findings) were demonstrated by heads of Rayon methodological associations of teachers of information science, mathematics, chemistry and school psychologists. At the same time these results do not exceed 30% concerning PC use among the stated categories of teachers; and 20% concerning Internet use. Necessary skills in personal computer use were demonstrated by only one category of polled teachers heads of Rayon methodological associations of teachers of information science. However, only 39,4% of them have skills for Internet use this level is insufficient and does not comply with the demands of times. Extremely low are indexes, typical for heads of Rayon methodological associations of biology teachers only 9,7% know how to work with PC and 3,2% have skills to browse Internet. As for the Ukrainian language teachers, there numbers are, correspondingly, 10,3% and 8,1%. During the research we also polled representatives of educator community concerning the most effective ways to reform school education. Introduction of modern informational and communicational technologies is considered effective by only 50% of teachers of mathematics, 40% of elementary school teachers, 49% of social studies teachers, 32% of teachers working in technology courses. Of insufficient level is the use of informational and communicational technologies by the heads of general educational institutions (Table 5). As for heads of private educational institutions (PC users 84,6%, Internet users 53.8%), gymnasiums and lyceums (accordingly, 75,7% and 43,8%), these numbers are rather positive. However, indexes of PC and Internet users among directors of night schools are exceptionally low (9,0% and 4,5%). So, only a certain part of administrators can potentially implement conscious policies concerning usage of informational and communicational technologies in educational institutions.

40 40 Education Quality Monitoring Table 5. Use of Informational and Communicational Technologies in Professional Activities of Certain Categories of General Educational Institutions Administrators Category of administrators % of administrators who use PC % of administrators, who use Internet 1. Heads of private GEI 84,6 53,8 2. Heads of evening schools 9,0 4,5 3. Heads of gymnasiums and lyceums 75,7 43,8 4. Heads of boarding schools 50,0 11,1 Average index: 54,8 29,3 At the same time in Kharkiv oblast they have developed approaches to accelerate the tempo of general secondary education informatization Informatization Support Strategy for Kharkiv Oblast General Secondary Education Informatization support strategy for region s general secondary education includes development and implementation of effective model, which would cover all administrative levels and consist of financial, contextual and administrative components. Regional level. The work plan of oblast state administration includes meetings, which would allow to coordinate and to control activities of rayon and city level authorities concerning informatization and computerization of specific administrative rayons and towns of oblast subordination. The head of oblast state administration annually issues instructions which determine sphere of activities for a current year. The fundamental element of such guidelines is approval of parity financing of GEI informatization from oblast and local budgets. It is a civilized experience, used in many CIS countries. Within Central Administration of Education and Science a Coordination Council is established, which reviews educational institutions and establishments informatization issues on monthly basis. A network of basic general educational informatization facilities are established in all rayons, including rural areas. Such facilities, at the expense of oblast budget, are connected to Internet via dedicated line or using Radio Ethernet technology. Such facilities are also provided with administrative support software complex Effective School ХХІ (at the expense of oblast budget). Websites of Central Administration of Education and Science ( Kharkiv oblast scientific and methodological institute of continuous education (KOSMICE) ( Kharkiv city council s Educational administration ( and other were developed and launched in Internet. To facilitate mass training of pedagogic personnel, Kharkiv oblast scientific and methodological institute of continuous education introduced a system of educational courses and special courses (from 36 to 144 hours), which allow to improve professional qualification of pedagogues in the field of informational and communicational technologies. Training of educational institutions heads has a different schedule, which foresees work with educational and administrative application software, search of information in Internet, and other activities. Education Informatization center of KOSMICE regularly holds seminars for representatives of rayon (city) educational departments (administrations) under predetermined topics, where participants settle both contextual and organizational issues.

41 Informatization of General Secondary Educational Institutions in Ukraine 41 Internet provider companies and suppliers of computer equipment for schools are also invited to participate in such events. An important aspect here is an establishment of system to monitor informatization processes in region s general secondary education. Rayon and city level. Today a number of informatization programs are developed for rayon educational institutions and facilities. As a rule, such programs are approved by rayon or city council sessions. In other words, they are supported by realistic budget funds. Each educational department (administration) has an appointed coordinator who is responsible for informatization process. Coordinator is a subject of regular organizational, educational and methodological work. As a rule, coordinator occupies a position of deputy head of rayon (city) educational department (administration) or position of the leading specialist. Each rayon and city finishes the process of establishment of informatization infrastructure element, namely computer technology labs in education (CTLE). In Kharkiv such structures function from Each laboratory s staff consists of 2-6 persons, considering that one employee can provide services to 5-6 educational institutions. Rayon and city educational administrations use different modifications of software complex for administrative support, which includes workstations Personnel expert, School expert, Methodologist, Economist, technical supervision team. The stated assignments receive information from software complex Effective School ХХІ by means of standard Internet technologies. General educational institutions level features the process of informatization program development as an element of annual school s work plan; training of pedagogues as PC users; their familiarization with capacities of modern application software. An important aspect here is also a process of school libraries transformation into media libraries, which, along with Internet access, contain information on CD-ROMs and other electronic carriers. Some general educational institutions use multimedia projectors in educational processes. A substantial attention is paid at provision of educational facilities with application software, especially administrative support application programs. One of such programs is Effective School ХХІ, which includes computerized sections Attestation, Employees, School Network, Curriculum, Student Body, Progress Record, Tariffing, which allow a complete automation of school management process. At the same time it is necessary to note that informatization process intensity in educational institutions depends on two main factors: internal (school administration attitudes towards these processes) and external (understanding of informatization by top administrators, who directly influence an establishment of material and technical basis). Moreover, under the current system of material and technical provision of educational informatization, the problem of individual educational institution may be resolved directly at the expense of both local and oblast budgets, as well as directly from the national budget funds. In order to increase informatization rates of general secondary education and considering the lack of financing in Kharkiv oblast, it was decided to shift priorities. To improve the sector administration; to provide students, teachers, and school administrators with opportunity to use Internet resources and application software in educational processes it was decided to install at least one modern computer system in each educational institution, which would have an Internet access and be equipped with Effective School

42 42 Education Quality Monitoring XXI software complex. This will allow achieving another objective a considerable leveling of rural and urban school capacities in prompt reception of information. So, within the informatization support strategy for Kharkiv oblast general secondary education system an effective regional model has been created, which can be used in any region of Ukraine after appropriate adjustments Factorial and Criteria Models as an Effective Tool of Evaluation of Informatization Processes in General Educational Institutions To evaluate effectively an informatization of general educational institution appropriate factorial and criteria models are used, which were developed in Kharkiv oblast. Considering the fact that computerization is important but insufficient precondition of informatization, below we suggest models that use two basic parameters (absolute indexes): Р 1 condition of computerization of general educational institutions and their provision with basic licensed software, and Р 2 condition of informational and communicational technologies use in the work of general educational institutions. Each parameter consists of the sum of factors and is calculated using formula Р=F 1 + F n. So, Р 1 =F 1 +F.2, а Р 2 =F 1 +F 2 +F 3 + F 4 +F 5 +F 6 + F 7. As for the first parameter, factor F here is the level of GEI computerization and availability of basic licensed software (Table 6); criteria a proportion of computer equipment which has to ensure functioning of the main subsystems of general educational institutions activities, availability of local networks, licensed software, etc. a total of 11 criteria. The second parameter is represented by 7 factors, including the use of informational and communicational technologies in the main subsystems of general educational institutions activities and the level of use of Internet technologies in general educational institutions activities (Table 7). The number of criteria is much higher there are 26 of them. Primarily they reflect a proportion of use of different kinds of application software; automation of labor-intensive processes; personnel readiness to use informational and communicational technologies; the use of Internet technologies. Each criterion is characterized by a relative index К n, which can be of 100 points to the maximum (in some cases it means 100%). So, the coefficient of criterion determination can be from 0 to 1. Each factor has ponderability (m) within the limits of one (1) as its particles. It is calculated by the method of expert evaluations. One is a symbol of entirety under review. All factors are calculated using the following formula: K K n F = m. n At the same time it should be stated that models foresee different mechanisms of defining coefficients of criteria manifestations (К). The majority reflects proportion of entirety and can be measured in percents.

43 Informatization of General Secondary Educational Institutions in Ukraine 43 Table 6. Factorial and Criteria Model of Evaluating Computerization Condition in General Educational Institution and its Provision with Basic Licensed Software (Parameter Р 1 ) Factors (F) 1. The level of GEI computerization 2. Availability of basic licensed software Factor proportion (m) m 1 =0,67 m 2 =0,33 Criteria 1. Proportion of computers to total number of students. 2. Proportion of computer equipment in course class rooms. 3. Proportion of computer equipment in administrators workplaces. 4. Proportion of computer equipment in workplaces in library to total number of students and teachers. 5. Proportion of computer equipment in workplaces in accounts department. 6. Proportion of modern computer systems to their total number. 7. Proportion of local network links to computers, used in educational process. 8. Proportion of local network links to computers, used by administration. 9. Proportion of licensed copies of Microsoft Windows to total number of computers. 10. Proportion of licensed copies of Microsoft Office to total number of computers. 11. Fullness of Microsoft Office package use. Coefficient of criteria manife station (K) However, certain criteria, reflected in Table 2, use different measurement principle. For example, it is suggested to determine criteria definition coefficients (those, reflecting periodicity of library database updates and regularity of updating school s website) as follows: the lack of databases or the lack of the website 0 points (К 12 =0, К 25 =0); updated annually 25 points (К 12 =0,25, К 25 =0,25); twice a year 50 points (К 12 =0,5, К 25 =0,5); quarterly 75 points (К 12 =0,75, К 25 =0,75); monthly 100 points (К 12 =1, К 25 =1). The availability of computer testing system for all participants of pedagogic process is determined as follows: no system 0 points (К 15 =0); only one age category is provided with computer testing system (e.g. elementary school) 25 points (К 15 =0,25); two age categories 50 points (К 15 =0,5); three age categories 75 points (К 15 =0,75); all participants of teaching an learning process 100 points (К 15 =1). Defining the type of Internet connection also has its specific features: no connection 0 points (К 17 =0); GEI uses only 25 points (К 17 =0,25); a school uses commutated line connection technology 50 points (К 17 =0,5); use of dedicated line 75 points (К 17 =0,75); use of wireless technologies 100 points (К 17 =1). К 1 К 2 К 3 К 4 К 5 К 6 К 7 К 8 К 9 К 10 К 11

44 44 Education Quality Monitoring Table 7. Factorial and Criteria Model of Evaluating Use of Informational and Communicational Technologies (ICT) in General Educational Institution (Parameter Р 2 ) Фактори (F) Вагомість факторів (m) Критерії Коефіцієнт проявлення критерію (K) 1.The level of GEI personnel readiness to use ICT m 1 =0,22 1. Proportion of PC users. 2. Proportion of GEI personnel, who increased their qualification concerning ICT use in their work. К 1 К 2 2.The level of ICT use in teaching and educational process m 2 =0,18 3. Proportion of provision of invariant part of curriculum with educational software. 4. Proportion of provision of variant part of curriculum with educational software. 5. Proportion of lessons which use educational software to the total number of lessons foreseen by curriculum. 6.Proportion of hobby groups which use ICT to their total number. К 3 К 4 К 5 К 6 3.The level of ICT use in administration process m 3 =0,16 7. Proportion of licensed application software copies to the total number of computers, used in administration. 8. Proportion of use of computerized assignments, included in workstations. 9. Proportion of document circulation of documents on electronic carriers. К 7 К 8 К 9 4.The level of ICT use in library work m 4 =0, Proportion of licensed application software copies to the total number of computers, used in library work. 11. Proportion of database updates in the library. 12. Periodicity of database updating in libraries. К 10 К 11 К The level of ICT use in accounts department work m 5 =0, Proportion of licensed application software copies to the total number of computers, used in accounts department work. 14. Proportion of automation of accounting. К 13 К 14

45 Informatization of General Secondary Educational Institutions in Ukraine The level of ICT use in the work of psychological service 7. The level of Internet technologies use m 6 =0,06 m 7 =0, Availability of computer testing system for all participants of educational process. 16. Proportion of students, who passed testing using computers, to the total number of students who underwent testing. 17. The type of Internet connection. 18. Proportion of courses according to curriculum which use Internet resources. 19. Proportion o hobby groups, which use Internet resources. 20. The use of Internet resources and capacities in administration managerial activities. 21. The use of Internet resources and capacities in methodological work. 22. Proportion of Internet users to all library visitors. 23. The use of Internet resources and capacities in accounting department work. 24. The use of Internet resources and capacities in the work of psychological service. 25. Regularity of school s website updating. The use of Internet resources and capacities in administration s managerial activities, methodological work, accounting department work and psychological service activities is measured as follows: not used 0 points (К 20 =0, К 21 =0, К 23 =0, К 24 =0); use only 25 points (К 20 =0,25, К 21 =0,25, К 23 =0,25, К 24 =0,25); information is received from government authorities and educational authorities websites, thematic websites, etc. 50 points (К 20 =0,5, К 21 =0,5, К 23 =0,5, К 24 =0,5); participation in teleconferences, chats 75 points (К 20 =0,75, К 21 =0,75, К 23 =0,75, К 24 =0,75); participation in virtual methodological associations and other forms of professional communication 100 points (К 20 =1, К 21 =1, К 23 =1, К 24 =1). In defining coefficients of criteria manifestations К 20, К 21, К 23, К 24 each next stage presupposes obligatory execution of the previous one. As for condition of computerization of general educational institutions and their provision with basic licensed software (Parameter Р 1), and condition of informational and communicational technologies use in the work of general educational institutions (Parameter Р 2 ), it is suggested to use the following scale: 0 <P 0,25 insufficient level; 0,25< P 0,5 satisfactory level; 0,5 < P 0,75 sufficient level; 0,75 < P 1 high level. К 15 К 16 K 17 K 18 K 19 K 20 K 21 K 22 K 23 K 24 K 25

46 46 Education Quality Monitoring 4. List of Recommendations Basing on the analysis of current informatization processes in general educational institution of Ukraine (including Kharkiv region example), we find it appropriate to suggest the following recommendations: Recommendation А. Optimization of approaches towards provision of general educational institutions with computer equipment and Internet connection. Recommendation B. Increase of supplying general educational institutions with application software. Recommendation C. Introduction of distance learning in the system of postgraduate pedagogical education to increase qualification of administrators and pedagogues in general educational institutions as well as the system of general secondary education to support profile education of senior high school students. Recommendation D. Holding organizational and methodological events, directed at intensification of informatization processes in general educational institutions. 5. Description of Recommendations Recommendation А. Optimization of approaches towards provision of general educational institutions with computer equipment and Internet connection. To accelerate the process of informatization of general educational institutions today it is necessary to: Plan finances in a way to provide each school with at least one computer system with Internet access, which would allow to accelerate the creation of educational networks; allow receiving large bulks of information; participation in Internet educational Olympiads, etc. As a result, it would establish conditions for leveling student capacities of rural and urban schools, broaden teachers and administrators abilities to have an access to global information sources. Review approaches at the state level concerning computer equipment provision to general educational institutions of smaller towns of oblast subordination to increase their computerization level in compliance with average Ukrainian school indexes. Elaborate informatization program for general educational institutions; computerization of rural schools to increase indexes of educational institutions provision with computer equipment to the level of economically developed countries. Foresee provision of computer equipment to school and rayon methodological departments, which would allow development of databases in appropriate spheres; create conditions for experience exchange between teachers concerning innovative pedagogical technologies implementation. As a result, it would promote the quality of teaching process. Foresee provision of computer equipment to school and rayon psychological services to automate statistical data processing. It will allow to free additional time for practical activities and facilitate the increase of level of psychological support for teaching and educational process. Develop and finance library computerization program for general educational institutions. Realization of such program would considerably increase systemic access of teachers and students to global informational resources; it would also allow the use of electronic catalogues, mass media, libraries, etc.

47 Informatization of General Secondary Educational Institutions in Ukraine 47 Foresee allocation of funds to connect all general educational institutions to Internet. To make authorities pay a special attention at the need to enlarge the use of high-speed telecommunications channels in rural areas; to promote establishment of additional provider organizations in such areas, etc. To connect general educational institutions to Internet exceptionally using high-speed communications channels. Recommendation B. Increase of supplying general educational institutions with application software. To increase the level of provision general educational institutions with application software, we find it necessary to suggest the following: To reserve budget funds of all levels for phased resolution of issue concerning purchase of basic licensed software, educational software, electronic manuals and other software, authorized by the Ministry of Education and Science of Ukraine. To ensure broad informing of educator community at the local level concerning existing software products. To achieve this goal, it is necessary to publish appropriate printed products; to establish resource centers on the basis of one of the schools in each rayon and town of oblast subordination; to create media libraries in oblast institutes of postgraduate pedagogical education. To distribute responsibilities pedagogical schools of higher education and institutes of postgraduate pedagogical education concerning development of software products to support teaching and educational processes in general schools in the form of planned assignments; to ensure their sustainable financing. To launch development of application software for libraries, methodological and psychological services in general educational institutions. To develop conceptual approaches towards application software products for administrative support, which should include unification and standardization of administrative information from the school level to the level of the Ministry of education and science. To design a program of informatization of general secondary education management. To reserve necessary funds to provide general educational institutions with existing software complexes. To consider administrative software complex use an important element of each administrator s professional competence. Recommendation C. Introduction of distance learning in the system of postgraduate pedagogical education to increase qualification of administrators and pedagogues in general educational institutions as well as the system of general secondary education to support profile education of senior high school students. Recommendation concerning distance learning introduction is based on international experience, which proves exceptional effectiveness of such form of educational process organization. In order to spread distance learning in Ukraine we suggest: To establish permanent system of preparation and qualification improvement among pedagogues ob the basis of distance learning technology, which would function on the following levels:

48 48 Education Quality Monitoring The main center of distance learning system (DLS) Regional DLS centers Basic DLS centers Local DLS centers To organize trainings for distance learning specialists on the basis of leading educational institutions, which have appropriate material, technical, educational, methodological and personnel resources and would not require large additional material spending. To broaden the network of distance learning centers of different levels, basing on trained specialists; to ensure scientific, methodological, material, technical and system technical provision of such centers. To develop Standard Provisions about centers (or other structures) of distance learning, which work within institutes of postgraduate pedagogical education; to develop standard list of staff members. To develop normative and legal basis for such structures functioning as well as professional activities of their members. On the basis of established centers to organize research on various aspects of distance learning. To develop methodologies and technologies of distance learning, methodological recommendations concerning distance learning courses, standard terminology and distance learning technologies and documents on the basis of such research. To foresee financing of introduction of distance learning courses within the system of postgraduate education of pedagogues. Above all, these courses should concern introduction to Internet and use of application software products in teaching and educational process. To create conceptual basis for introduction of distance learning courses to support profile education of senior students in general educational institutions. To plan staged funding of appropriate activities. To hold scientific and practical conferences, seminars on experience exchange and on settlement of urgent issues concerning distance learning methods use in general secondary education system. Recommendation D. Holding organizational and methodological events, directed at intensification of informatization processes in general educational institutions. It includes:

49 Informatization of General Secondary Educational Institutions in Ukraine 49 Completion of informatization program development on all levels of general secondary education system administration. A special attention should be paid at the informatization program development for general educational institutions, which can have a structure of similar nature: 1. Introduction. 2. Program goal and objectives. 3. Preconditions for introduction of informational and communicational technologies in educational institution work (current state of affairs). 4. Arrangement of conditions for program realization. 5. Increase of personnel qualification. 6. Organizational events. 7. Program financial support. 8. Works to be accomplished during a current year. 9. Program implementation control. 10. Conclusions. A special attention should be paid at creation of information resources of general secondary education, above all Internet sites of general educational institutions with such a structure: 1. Home (main) page. 2. GEI history. 3. GEI administration. 4. GEI teachers. 5. Pages of school methodological associations or subject chairs. 6. Information about GEI students. 7. GEI achievements. 8. Internet friends. 9. Participation in projects. 10. Guest book. 11. Contact information. 12. Links to other educational websites. In order to implement informatization programs for general educational institutions and web resources administration/update it is advisable to involve parents, sponsors, NGOs and funds. To plan mass qualification increase among administrators and pedagogues of general educational institutions at the expense of budget and off-budget funds. To organize seminars for appropriate categories of pedagogical workers concerning informational and communicational technologies use, days of informatization, etc. To reserve funds for designing websites of application nature and containing information of activities of certain workers of general secondary education on using ICT in their everyday work. To establish infrastructure for supporting informatization processes in general educational institutions. To do so, to foresee financing of appropriate staff members (one member per 5 schools). To form appropriate structural divisions for such workers.

50 50 Education Quality Monitoring 6. Conclusion Recommendations offered above are based on informatization spheres which are currently developing in general secondary education. That is why their systemic implementation will allow activation informatization processes in general educational institutions of Ukraine. This would become an important catalyst for reforming the system of general secondary education. 7. References 1. Верховна Рада України. [Online] Доступ НТТР. (Supreme Rada of Ukraine [Online] НТТР access Віталій Журавський: Офіційний сайт [Online] Доступ НТТР. (Vitaliy Zhuravsky: Official website [Online] НТТР access Вимірювання навчальних досягнень школярів і студентів: гуманістичні, методологічні, методичні, технологічні аспекти. І Міжнародна науково-методична конференція. Тези доповідей. Харків: ОВС, с. (Measurement of academic achievements of students and pupils: humanitarian, methodological, methodic, technological aspects. 1 st International scientific and methodical conference. Speeches and reports. Kharkiv, ОВС, p). 4. Забродська Л.М. Інформатизація закладу освіти: управлінський аспект. Х.: Основа, с. (L.M. Zabrodska. Informatization of Educational Institution: Administrative Aspect. Kharkiv, Osnova, p). 5. Лунячек В.Е. Аналіз освітніх ресурсів Інтернету // Комп ютер у школі та сім ї С (V.E. Lunyachek. Analysis of Educational Internet Resources // Computer for School and Family p ). 6. Лунячек В.Е. Використання факторно-критеріальних моделей для оцінки стану інформатизації загальноосвітнього навчального закладу // Комп ютер у сім ї та школі С (V.E. Lunyachek. Use of Factorial and Criterial Models for Evaluation of Informatization in a General Educational Institution // Computer for School and Family p.41 43). 7. Лунячек В.Е., Дрожжина Т.В., Жабіна О.Г. Навчальні комп ютерні програми для загальноосвітніх навчальних закладів: Навчальний посібник. Видання друге, виправлене, доповнене. К.: Міленіум, с. (V.E. Lunyachek, T.V. Drozhzhyna, O.G. Zhabina. Educational Computer Programs for a General Educational Institutions: a Manual. Second edition, revised and supplemented. Kyiv, Millenium, p). 8. Лунячек В.Е Інформатизація загальної середньої освіти України: необхідність зміни приорітетів // Директор школи, ліцею, гімназії С (V.E. Lunyachek. Informatization of a General Secondary Education of Ukraine: Changing Priorities // Director of School, Lyceum, Gymnasium p.50 54). 9. Лунячек В.Е. Інформаційно-комунікаційні технології в управлінні загальноосвітнім навчальним закладом. Х.: Видав. гр. Основа, с. (V.E. Lunyachek. Informational and Communicational Technologies in Administering General Educational Institutions. Kharkiv, Osnova, p).

51 Informatization of General Secondary Educational Institutions in Ukraine Лунячек В.Е., Ліпейко В.І., Соколянська І.Т. Інформатизація загальної середньої освіти регіону. Науково-методичний посібник. Х.: Гімназія, c. (V.E. Lunyachek, V.I.Lipeyko, I.T.Sokolyanska. Information of Region s General Secondary Education. Scientific and methodic manual kharkiv, Gimnaziya, p). 11. Лунячек В.Е., Ліпейко В.І., Соколянська І.Т. Інформатизація загальної середньої освіти регіону. Науково-методичний посібник. Х.: Гімназія, c. (V.E. Lunyachek, V.I. Lipeyko, I.T. Sokolyanska. Informatization of Region s General Secondary Education. Scientific and methodic manual Kharkiv, Gimnaziya, p). 12. Самсонов В.В. Інформатизація загальноосвітніх навчальних закладів // Комп ютер у школі та сім ї С (V.V. Samsonov. Informatization of General Educational Institutions // Computer for School and Family p.3 5). 13. Ханюк Т., Пилипчук А. Здобутки і проблеми інформатизації // Урядовий кур єр С. 7. (T. Khaniuk, A. Pylypchuk. Achievements and Problems of Informatization // Uryadovyi Kurier. April 9, p.7).

52 Maria BARNA, Oleh GIRNIY Assessment of Student Academic Progress: Lviv Oblast Regional Program Pedagogical Monitoring of Educational Quality ( ) 1. Executive Summary A comparative analysis of the educational systems in Ukraine and abroad reveals a whole range of diversities in techniques of receiving and interpreting educational quality indicators. It specifically concerns such characteristic as education level which is verified by qualification documents certifying graduation from schools of various levels, either higher (diplomas), or secondary ones (certificate of maturity). Ukrainian diplomas do not receive an automatic recognition abroad (first of all, in the EU and Northern America) to date, and decisions on employment or enrolment in a higher educational institution of the holder of these documents are made only on an individual basis after a detailed scrutiny of dockets from diplomas or other documents (certificates of honourable winner of olympiads; postgraduate education certificates, discipline curricula studied and quantity of hours spend on their education) etc. With that, grades in those documents are not given any practical importance. In the light of Ukraine s accession to Bologna Convention, this factor only underscores the issue of shortcomings in the assessment of quality of Ukrainian education and therefore, in measuring quality level of educational progress (educational level) of students, their monitoring under European and US standards. The issue of shortcomings in the existing system of student educational progress assessment is the sum total of several factors, among them: selection (or definition) of educational progress assessment indicators; varied (or poorly defined) terminology used to describe such indicators; failure to take into account some potentially important indicators; distinctions in their importance estimates by various social strata concerned; a comparison of collected indiсators with similar data in other countries and between themselves (systemic approach); specificity of procedures of their collection. Researches aimed at the development and test-running of various measurement and evaluation techniques of assessment of educational progress of students of the city of Lviv and Lviv Oblast held by Lviv Oblast In-Service Teacher Training Institute in allow to state a need of the existing student educational progress assessment system modernisation towards more efficient European-style model which will envision: а) development, on the national (regional, municipal) level, of a strategy of assessment model development from the to-date assessment of student individual success towards assessment of his/her progress in education; b) re-orientation of the assessment model onto measuring student progress as per the National standards, and creation on its basis of a student educational progress monitoring system;

53 Assessment of Student Academic Progress 53 c) implementation of an external standard-based assessment of student educational progress upon graduation from schools: of 1 st level (junior), 2 nd level (secondary) and 3 rd level (senior school), also of a diagnostic assessment of students educational progress on completion of intermediary grades of 1 st through 3 rd level schools. d) reinstatement of the ongoing assessment technique as the one specifically regarded in the developed countries as the most optimal tool of concurrent monitoring of issues and successes of each student in education. To resolve the above issue, the following recommendations are proposed: Recommendation А. Dissemination of Lviv oblast s experience in application of the original model of student education progress diagnosing. Recommendation B. Teachers training in application of the original model of education progress diagnosing on the basis of the Central and Regional In-service Teacher Training Institutes. 2. Introduction Ukraine s education system, having inherited a rather quality educational model (despite many its shortcomings and irregularities), is now in the process of modernisation aiming at accession to the European and international educational environments. In a rather comprehensive World Bank report, the analysis of the education system in Ukraine performed based on the data from its Soviet period (original version published in 1991) provides a rather high appraisal of the system. The Ukrainian education... looks attractive compared with the rest of European states... Professional education level of teachers is high, the majority of them being higher school graduates Already in the time when Ukraine was a part of the Soviet Union, its system of education provided highly trained specialists for the needs of the planned economy... The knowledge of Soviet students in math and other natural sciences were highly appreciated at international contests and competitions... The successes of the Ukrainian education system made a substantial contribution in the establishment of the Soviet Union as aerospace industry leader... successes of the students in math and natural sciences might compete with standards applied in average and developed countries... Key changes in the system of education should be made with special attention to protection of its efficient components... [11, p ]. Publication of the mentioned report in Ukraine fired disputes between the advocates and adversaries of the national education system reform. While the latter spoke to the effect that an education which might compete with standards applied in average and developed countries does not require any reforms, the former insisted instead that the education particularly in the field of humanities still conserves the obsolete, over-politicised Soviet context and is thus in a need for reforms. It was finally acknowledged that the content and the technique of mathematic and natural disciplines is an efficient part of the Ukrainian education, while insufficient humanitisation and humanitarisation represent its weak points. Therefore, the education reform initiated in the complex crisis period 12 was aimed 12 One of the effects of crisis phenomena in the economy of independent Ukraine has been a considerable reduction in allocations for the educational area which, in its turn, led to deterioration of material and technical support of the education process, reduction of educational level of the public and unaffordable debasement of the social status of teachers.

54 54 Education Quality Monitoring at democratisation of the education, its humanitarisation 13, establishment of possibilities for child potential development, and assurance of an equal access to quality education. With an understanding of the importance of high quality education for competitiveness of the country and its further successful development, the quality education has been declared in Ukraine a national priority 14. This conditions the need of development of technologies for its support. As of today, in conditions of educational quality conceptual framework development, the notions of education quality and of quality of progress in education remain undefined. These are generally associated with the notion of level, while the quality is merely a content-based, descriptive characteristic of a certain property (feature) of a certain object. Besides, quality of education progress, while rather high, may in the same time be offset by exceptionally low quality of education. (E.g., the quality of the Soviet education in the humanities was truly inferior because of its obsolete content, though the quality of students educational progress in humanities was high for students were good in mastering that obsolete (low-quality) content). Researches are also held on quality monitoring issue: in absence of a wholesome national system, its separate components are actively implemented (an experiment in external testing of students educational progress by MFP Centre of Testing Technologies; regional education quality and students educational progress monitoring programmes in Lviv, Donetsk, Kharkiv Oblasts), and its legislative framework is developed (Cabinet of Ministers of Ukraine Resolution No. 1095, of 25 August 2004, on Certain Issues of Education Quality External Assessment and Monitoring Implementation). Student educational progress assessment procedures as the key component of the education quality monitoring system are not perfect either (compared with international models) for Ukraine is currently in searches of efficient models of both internal and external students educational progress assessment. 3. Analysis of the Shortcomings in the Existing System of Student Educational Progress Assessment 3.1. Role and Place of Monitoring in the Provision of Quality-based Development of Educational System The monitoring is defined as an ongoing supervision of (in educational scale) the current status and quality of the education system, its specific components and, first of all, of educational progress. Supervision (whether coined monitoring or not) of educational progress (also under various names from success to progress in education, knowledge-skills-abilities to 13 Debates started around feasibility of reforming mathematic-natural subjects; the content and the technique of studying them were deemed efficient while insufficient humanitisation and humanitarisation etc. were pointed out as weak spots. In our view, both conclusions were to a certain extent groundless as were made in absence of any comparative data on actual level of educational progress (progress in education, knowledge-skills and abilities) of students in specific disciplines. In other words, the lack of monitoring led to a certain substitution of terms when ideological obsolescence was regarded as low level of education. This is but an evident misrepresentation for the mere fact that students learned wrong knowledge in the school does not mean in itself the very process of teaching them was wrong. 14 See e.g., the National Doctrine of Education Development, the Law of Ukraine on Education.

55 Assessment of Student Academic Progress 55 competence) of students is performed at various levels subjugated to the administrativeterritorial system of a country. In Ukraine, such monitoring is assured by: the totality of observations by teachers as reflected in relevant records in school registers filed for certain period following termination of their school life; periodic teachers work inspections by local and central education authorities and methodological services (knowledge measurement); statistic reports on regular academic year performance by education departments; sociological etc. surveys of public evaluation of quality of education delivered by different educational institutions etc. That is, there is a great deal of information accumulated nation-wide each year for the evaluation of education quality, progress forecasts and educational policy development. Herewith, data accumulated in other public economy sectors may be added to the above components depending on the level (local, oblast, regional, national) on which such progress is evaluated. Two conclusions may be made from the above: 1. Education quality monitoring is one of the most important components of the educational system focused on the surveillance over the process and outcomes of public education in educational institutions nation-wide. The totality of these measures varies depending on monitoring mission and level; besides, some measures would not provide required results simply because not deemed as monitoring-related (despite being such by their nature). 2. Educational progress (progress in education, knowledge-skills-abilities) monitoring is a component (subcomponent) of the education quality monitoring the importance of which is determined by complexity and tasks of the latter Conceptual Characteristics of Student Educational Progress Assessment Procedures Student educational progress assessment system is a complex notion which includes: assessment types, assessment functions (incentive, social, educational, informative etc), assessment scale, procedures, subjects etc. Looking at such functions as the incentive and the educational ones, one may understand why the concurrent assessment may not always be objective (i.e., it can also be subjective) remaining, in the same time (with a view of the already mentioned functions), an absolute necessity as a pedagogical tool of education. Objectiveness of the assessment stands prominently in relation to the informative and the selective (social) functions of the assessment, i.e., when the education process is over and there is a need for establishing its real (summary) outcome to provide social orientation of a student and the school. From methodological point of view, for an assessment to be truly objective, the assessment process itself must be subject-less. With a view of difficulties in attaining such process, they try to skip the term of objective while talking of assessment replacing it with inter-subjective. From the point of view of objectivity, assessment procedures (e.g., in the EU Member States) are divided into intraschool and extra-school ones.

56 56 Education Quality Monitoring Intra-school assessment (both ongoing and summary ones) is most frequent to relate to interim grades and rests fully in competence of assessment subjects teachers of that school; therefore, it is of subjective nature 15. Extra-school assessment is used, first of all, in senior classes of schools of different levels (first of all, in those after which maturity of graduates is evaluated); other subjects do it as schoolteachers are replaced with examining board members. That way intersubjectivity of assessment is achieved. Assessment scale is the accepted set of codes (symbols) used to mark in a rather concise (conventional) way the outcomes of various assessment types in reporting documents (notebooks, diaries, report cards, registers etc.). From this point of view, the assessment scale is the most important element in the assessment system because grade mark is less important than the grade itself 16 which is a judgement, i.e., a text, more or less explicate, that describes the outcomes. It is therefore understandable that a mere change of the assessment scale without changing the assessment procedures will never bring about changes in the assessment system Student Educational Progress Quality Interpretation in National Didactics As stated above, education progress monitoring is a component of the education quality monitoring, a term the notion of which remains a loosely identified generalising slogan, a synonym to education level ; this envisages the most general ethical assessment of high education level or good education level or contrary to that, low education level or poor education level type In junior school (e.g., in Poland), the digital assessment scale was disposed of altogether and replaced with the so-called description-based assessment where codes are used in form of pictograms ( emoticons ). 16 It should be stressed again here that symbols 2, 3, 4, 5 (as per the old 5-grade scale), as well as symbols 1,, 12 (as per the new, 12-grade scale) are not grades themselves! These are rather marks, indicators, conventional codes of grades used to short-cut texts of reporting documents and serve no other purpose! 17 One other reason was the already mentioned reduction of quality to quantity. To quote: We were not satisfied with the 5-grade one which was actually a 4-grade system because there were only three positive grades in it. If we take the whole sum total of knowledge a teacher has to evaluate as 100 per cent, then each positive grade would account for only 33%. That is, one student would learn 2%- worth, while another made 32% only for two of them to obtain three. In the same time, the one with 98% knowledge would be merited as an excellent pupil much like the one who learned only 68%. But the first certainly differs from the other, and in rather substantial way [10, pp. 6-8]. So far, insubstantiality margin in math is the difference between any two quantitative values when such difference equals to 33% (1/3). However, this also means all assessment scales with more than 3 grades in them are equisignificant in this respect. Thus, it would suffice to use the full 5-grade scale; then we would have 25 per cent per each grade and, given all 5 grades are positive, we receive 20%, i.e., an insubstantial differences from mathematical standpoint. Therefore, there was not any actual need for 12-grade scale implementation. On top of that, no comparative assessment of grade systems used in other countries was ever made: why it should be specifically 12-grade one and not 10-base (like in the Netherlands), or 20-base grading system the way they have it in secondary schools in France? 18 Given the category-based status of the word quality, terms of the type are generally used in names of general characteristics (i.e., quality of life ) that comprise (are the sum total, or other mathematical combination) of several clearly defined and understandable indicators subject to quantitative measurement. E. g., quality of life is a characteristics that includes three numbers: maximum level of the educational institution (junior, secondary, higher school) an individual

57 Assessment of Student Academic Progress 57 As regards educational progress, the term is in a more or less general way tied to the knowledge received by students at schools. It is often replaced with the following synonyms: 1) traditional knowledge, skills and abilities; 2) borrowed from Russian didactics progress in education 19 ; 3) educational progress; 4) borrowed from English-language terminology competences (or, competence) of students. The latter has not been even defined on the international level yet 20. It should be noted for the sake of appropriateness that other terms do not possess a one hundred per cent monosemy for their use reflects a tribute to the tradition rather than outcomes of yearslong practical analysis 21. The simplest way to put it would be to say that de facto it reflects education outcomes which may be understood in a many ways and therefore, be identified by quite different a manner. Generally, experts in didactics develop their classification of quality (level) of educational progress subject to assessment on the basis of the already known division of mental activity into two types reproductive (reproduction) and productive (creativity) ones. However, various perceptions of mechanisms of such activities lead to a wide spectrum of proposals. Coming from the commonly general division of mental activity into productive and reproductive types, scholars go further to identify one common [sub]level of reproductive progress in education application of knowledge in standard (typical) situations as per template (algorithm, pattern). Particularities in other sublevels of progress in education related to variations of authors views of education (e.g., it may be deemed from the standpoint of self-support or intensity of cognitive activities of the students, or from the point of view of level of students learning activities management, or from the viewpoint of level of cogitative activity development, or from the point of view of grade of operational activities formation etc.) [8, p ]. The presented classifications suggest a conclusion on the absence of any single specific model of educational progress. Besides, in spite of the common for all the authors attribution of the supreme level of educational progress to productive mental activities, the very grade an nature of productive activities referred to by the authors as related to that level substantially varies. graduated from ( education quality ), duration of his/her life ( quality of health ) and monthly average salary expressed in US dollars ( quality of material conditions ). 19 The term does not fully correspond to the original one. While the original Russian terms of learning capability actually concerns student s capability to learn, the notion of progress in education rather simply concerns education outcomes. (see: [14]). 20 Quoting: OECD Member States outlined the lack of researches into theoretical and conceptual framework of knowledge, skills and competences and their interrelation evident since 90-ies. There is no unanimity in definition of the notion of competence to date. (se: [7, p.21]. 21 In our view, the notions of knowledge (i.e., everything that can be retold by heart), abilities (as ability to perform a sequence of purposeful actions) and are the most understandable yet, and skills (or capabilities reduced to automatism). Other terms that concern education outcomes are: progress in education, general progress, competences (competence) or (the most general one) education outcomes are in either way defined via the three mentioned above.

58 58 Education Quality Monitoring Conditionality of Student Educational Progress Division into Productive and Reproductive The highest level (quality) of students educational progress is already traditionally related to the so-called creative activities. The nature of the latter, so complex and nonunique one (and reflected in foreign psychologist-pedagogical publications on this topic; see, e.g., [4, 5, 16, 17]) are interpreted differently, and this makes it possible to speak of three productive activity subtypes : creation of something new from the already existing material, or re-creation (transformation); creation in the wide sense, including creation from scratch (creativity); and creation, also of something not new, but by new method or from new material (transfer). The term transfer and another, similar to it transference may also have double meaning: 1. Transference of knowledge (theory) into practice in standardised situations is a de facto synonym of skills and abilities and indicates the reproductive level; 2. Transference into practice, though in this case of the knowledge, skills and abilities acquired at reproductive levels in non-standard situations is indicative of the productive level. As regards level of creativity, besides its inequality on the highest level of the progress in education, various authors also include creative activity components into levels related by them to reproductive, rather than productive activities. In connection with that it would be necessary to mention a classification of education methods as per self-support (intensity) levels of cognitive activities (М. М. Skatkin, I. Ya. Lerner), specifically the reproductive, problem statement, partial search, and exploratory methods [8, p. 186]. Under this classification, only the first method is deemed reproductive and the second is characterised as transitional from executive towards creative activities [ibid] while the two last are productive: the partial search method is characterised as heuristic one and the exploratory method is said as offering the benefit of a creative mastery of knowledge [ibid, p. 188]. When applying the said above of education methods to educational progress levels, it would be feasible, instead of dividing them into merely reproductive and productive ones, to separate them into levels that might be conventionally named as: 1. Reproductive, purely reproductive or reproductive proper ; 2. Reproductive-productive, transitional or mixed ; 3. Productive, purely productive, productive proper or creative the way they have been presented in Table 1. The suggested classification is more adequate in reflecting psyche s wholesome nature and evolutionary character of personal development in the process of education 22. We should also outline here didactists addresses to another yet topical issues of standardisation in relation to the assessment. The lack of a common standard surely has its impact on verification and checking activities of a teacher, education outcomes and finally, on grades of students... Efforts of knowledge mastery process optimisation.. and standardisation of its specific phases (including those related to knowledge control) lead 22 To further support this approach let us address L. Leontyev, a classic scholar of domestic psychology, who wrote: The concept of education as an activity nicely correlates with the psychological concept of knowledge acquisition via genetically interconnected two types of intellectual activities, the reproductive and the productive one. Here neither of the activity types manifests in its pure form during the acquisition process... [11, с. 13].

59 Assessment of Student Academic Progress 59 many researchers to the idea of knowledge levels. Interestingly, that here knowledge mastery levels are taken for control levels. But these processes, besides sharing something in common, also have peculiarities of their own: when acquisition of knowledge is an ongoing process, control is performed already after the students have acquired certain portion of the material (a paragraph, a topic, a section etc.). [11, p. 13]. Discerning between levels of knowledge acquisition and control levels is important, first of all, with a view of specifics of the highest level of educational progress, the creative one Semiotic Interpretation of Educational Progress Levels Language as the principal means of humans cognitive interaction with the world (acquisition of knowledge), representation of such interaction outcomes (representation of knowledge, expression) and transfer of those results (communication, education) form the common basis for various definitions of educational progress with a view of control measures envisioning representation of education outcomes in form of certain symbolbased structures. A theoretic-cognitive approach toward the classification of levels of progress in education could be then called semiotic one. In our view, this approach offers the benefit of using homogeneous terminology of symbol structures for representation of education outcomes and, in the same time, making conclusions on cognitive processes [1]. Thus, we suggest as the point of departure for the construction of a common interpretation of progress in education levels the described semiotic approach and the division of progress in education levels into reproductive, mixed and productive ones. Reproductive Progress in Education Level 1 imagination, knowledge of specific names. This is a certain elementary orientation of a student in educational material. It manifests itself in the ability to discern symbolic (in form of letters, word, graphic, cartographic symbols included) representations (images) of objects studied as per relevant curriculum blocks, and to identify these with respective real objects or other symbols, also in the knowledge of their names. In certain classifications this level is called recognition level to denote more the nature of cognitive action (process) subject to education. Our name indicates the nature and level of complexity of a cognitive creation (action result) subject to assessment. Level 2 notions, knowledge of notions of subjects. It is qualified in the same way as level 1: like ability to identify signs of subjects, this time abstract or general (i.e., notions) with their descriptions (e.g., definition, representation of a rule or theorem etc.), also with other signs of the same subjects (models, schemes). In some other classifications this level, now under the name of memorisation, is outlined as student s ability to mechanically memorise educational texts of varied size learned within the curriculum. However, with a view that the memory is actually present on all levels of the progress in education, the semiotic name under which the level suggests availability of texts in the memory looks better. As expression is a text-building unit, this level is also the level of expressions, and this logically links it with the next level. Reproductive-productive (Mixed) Progress in Education Level 3 judgement, knowledge of features and relations. It is qualified as an ability to orient oneself in cause-and-effect etc. relations, mechanisms (algorithms) of phenomena (process) development, as well as ability to classify subjects as per their material features. This level is also related to notion of or statement about studied subject, and this makes the level similar to the previous one. However, here it says, first of all, not only of the notion of subject (expressions about the subject), but also of notions (expressions) that reflect its fundamental qualities (key features) and of the subject s relation to other subjects

60 60 Education Quality Monitoring (e.g., time-space, cause-effect, part-whole, subject-object, material-abstract, element-set (system), true-false, continuous-quantified, genus-species, type-example etc.). Secondly, it says not of mechanic representation of ready-made expressions (even of properties and relations), but rather of student s capacity of producing deductive (reasoning), reductive (generalisation) similar, valuable etc. arguments, i.e., judgements reflected in corresponding sets of sentences (expressions). This is what is specifically meant by didacts under be able to explain. In other words, judgements attest not only knowledge, but also student s understanding of education material (in some interpretations it is specifically called understanding ). Besides, a student may go beyond the limits of the studied material by presenting examples or ideas of his/her own. This correlates with the particularity of this level of progress in education that it already has productive psychic activity which is that same addition on one s behalf, i.e., the information a student might not necessarily learn from curriculum-based educational texts (text book, lectures etc.) but rather acquired it him/herself and was able to present the information in proprietary form during the check. This is why the level of judgement is already the reproductive-productive level. If there is only knowledge of subject properties and relations but there is no judgement (or understanding) then this only the level of reproductive progress in education. The level becomes productive ( creative ) only if judgements are present beside knowledge. Level 4 skills and abilities, knowledge of practical activity patterns. Is qualified as an ability to apply everything reflected for resolving standard educational tasks as per the established pattern or template. From the point of view of knowledge, this level is a continuation of the previous one with the only exception that it has knowledge of practical operation patterns (templates) added. The distinction of this level from the previous one is that here appears a type of activity that concerns practical application of knowledge, and a subject-operational one. When on the lowest level there was a transition from real subjects (reality) to their symbolic representation in psychics (cognition), on this level it goes the reverse. Here a new indicator of the progress in education actions (with subjects) under model, pattern, algorithm appears. This indicates the reproductive side of the progress in education on this level. On this same level (like on the previous one) productive (creative) activity of binary type appears: first, it is judgement (of what we spoke above); secondly, actions as per the established model (algorithm) taken to resolve a standard template task. Such actions, rather than copying the model (algorithm) at each step (in all details) of resolving the task, impart something innovating to certain steps (e.g., performance of complex experiments). Besides, a creative component in the performance of standardised, algorithm-based tasks may also consist in their non-standard, non pattern-based resolving, in going along one s own, proprietary algorithm. It is here where the level that actually contains productive psychic activity transfers into the next, purely productive, or creative one. To briefly summarise the first two groups of levels of the progress in education, let us outline that from the point of view of control and assessment they possess one feature in common: all of them concern resolving the so-called standard (model) tasks within the scope of the curriculum. Productive Progress in Education Level 5 transference. It is qualified as an ability to transfer the knowledge from previous levels onto performance of non-standard tasks (i.e., to apply it in non-standard situations) and to produce new knowledge (creativity).

61 Assessment of Student Academic Progress 61 In literature this level is often called a creative one to underscore the productive psychic activity (though, as it was said before, this activity appears already on previous (even reproductive) levels. To rule out any possible misunderstanding, let us underline that under creative we understand a productive proper, or creative proper level rather than the productive-reproductive level. By similarity with the above classification of education methods, this level corresponds possibly to only the exploratory method that, among other things, is reduced to non-disclosing knowledge to students because these are to independently (from the teacher) acquire them during the process of completing the task [8, p. 187]. This is of great methodological importance from the standpoint of control, for to evaluate progress in education on this level, it should be necessary to select tasks that for their resolving require knowledge not communicated (shown, taught) in clear form by the teacher to the students during the education process. (See below.) Extra-curricular Character of the Creative Level of Educational Progress This level is often called as transference to denote a transfer of available knowledge onto non-standard situations, and production of new knowledge for this purpose. Here the following should be stated: Terminology of a standard is the terminology of clear-cut limits : everything within the limits of a standard is standard; everything that goes beyond such limits is nonstandard. When the standard is a curriculum, then everything beyond the scope of the curriculum is non-standard. The latter therefore outlines the criterion for control test tasks selection for the productive level of educational progress: for resolving of non-standard situations to be the transference, such situations must be extracurricular for students (compared with already studied curriculum in this or than subject) 23. Two definitions of term program should be distinguished: 1. Program of the Ministry of Education as a list of general benchmarks to determine a priori the general educational program for all pupils and teachers of all qualification categories of secondary schools; and 2. Program as a list of specified educational issues and measures to form a posteriori an individual educational program for each individual pupil under the guidance of teacher of specified qualification category at a given school, out-of-school (extracurricular) establishments and at home. The first definition of program (from the teacher s standpoint) may be interpreted as a general program, and the second (from the pupil s standpoint) as an individual one. The first program is the same for all pupils, whereas the second one is more detailed, being 23 This thesis is not new by far. Quoting: "... For the massive control and assessment of knowledge, the knowledge of the first three levels is often used. The fourth, as the highest level (fifth in our classification) assures an individual approach towards students throughout the education process. Knowledge checks during open classrooms in schools and grades with enhanced learning of physics are carried out as per four levels..." See.: [11, p.17]. The same underscoring of the extra-programme and individual nature of the creative level can be found in the description of the official six-grade students educational progress assessment scale approved by Polish Ministry of Education; under it, the supreme grade ( six ) shall be awarded to a student who: а) acquired knowledge and skills that go well beyond the scope of the curriculum in the subject within the grade,, also b) suggests non-standard solutions, also resolves tasks that go beyond the scope of the curriculum of the grade, or c) demonstrates success in subject-specific contests, olympiads, sports and other competitions, making it into finals on the oblast (regional, land) level, or demonstrates other such commensurate achievements [18].

62 62 Education Quality Monitoring individual for each pupil. Thus, factually, there are two educational programs: the general program developed prior to starting the education and the individual one implemented by each pupil in the course of education. Both programs should be implemented in the education. Individual (extracurricular) creative and innovative aspects (as regards supervision over the training process) are associated with a controversial issue which cannot be settled by referring to the dialectical nature of creation. The matter concerns the fact that on the one hand, the solution of creative tasks requires higher-level skills; therefore, it should be included in the individual program. However, on the other hand, having been included in the education program these tasks are individually treated by pupils as standard ones, i.e. lower-level training of reproductive or mixed nature. The individual program for such pupils is targeted towards higher education standards as regards its complication. 13 To summarize, the creative skills testify to the highest standard as regards given educational subjects. Naturally, teachers should ensure their development. For common secondary schools where the teachers should teach all the pupils the program materials this aspect may be interpreted as: а) means of additional incentive of pupils to achieve the best reproductive and mixed skills within the framework of general program or, in other words, to maximally master the education program; b) means of selecting the apt pupils for their training under extended programs and/or at relevant top-class educational establishments. Thus, we should pay great attention towards the development of methodology for evaluating the creative skills of pupils with individual psychological conditions taken into account. The matter concerns the different motivation: for reproductive cognitive activities the principal motivation is a result, whereas for productive activities it is the process itself. According to psychologists, a neglect of this difference in the traditional pedagogical strategies makes children incapable of displaying and realizing their potentialities or talents (see, for instance, [15]), a psychological approach of developing individual methods for conducting creativeness tests. Under the current integral (productive-reproductive) assessment of educational results of pupils at common secondary schools this approach may be implemented by means of additional estimation scale of whatever number of marks. (In case of five-mark basic estimation scale the creative skills should be evaluated by marks 6, 7,..., in case of twelve-mark one by marks 13, 14, 15..., etc. Then the general mark should be set.). 13 To our opinion, this contradiction is the principal cause of misinterpreting the monitoring results, as well as of misunderstandings arising in the course of monitoring the educational results of pupils through inspections, tests, etc. In some cases the creative tasks are massively included in general program ignoring the individual character of this educational aspect which produces inadequate conclusions on teacher s work, as well as on educational achievements of pupils. In fact, the level of acquiring skills and knowledge is identified with the level of supervision, which is incorrect according to opinion of the Soviet didactic experts. As a result, while conducting the monitoring in Lviv, this level was proposed to be interpreted as extracurricular from the standpoint of educational achievements. It is connected with a vexed question on whether the pupils skills to adapt the got knowledge to the nonstandard situations may be attributed to the teacher s merits or whether the teacher is responsible for not teaching the pupils the extracurricular knowledge. See [3].

63 Assessment of Student Academic Progress 63 Thus, while developing approaches for evaluating the educational results it is very important to clearly determine the educational results to be analyzed and to verify means of examination (including tests) as to their validity Types of Indices for Evaluating (Monitoring) the Educational Results of Students Indices of educational results may be conditionally divided into formal and substantial ones. The firsts do not directly concern the substance of knowledge, for example, a mean mark of school-leaving certificate, general mark on subject, number of pupils or students at the secondary or higher educational establishments, etc. The substantial indices include, for instance, a number of pupils who solve specified tasks, have got specified knowledge, recall or reproduce the leant material, solve standard tasks or adapt the knowledge to nonstandard situations A Choice of Index Type In the course of inspecting the pupils knowledge and skills on natural sciences conducted in Lviv, in 1998, at the request of the municipal education department, the same results (pupils tests) were interpreted in terms of formal and substantial indices. Depending on whether the above interpretations differ from the generally accepted marks (excellent, good, satisfactory, and unsatisfactory) the statistical approach was used for estimating the pupils works. The pupils answers and solutions were estimated in compliance with an alternative scale: 0/1. Mark 1 (positive) was interpreted as acknowledgement of specified skills on the subject, mark 0 (negative) as an absence of the skills. This system gave a possibility to determine a number of pupils who acquired some skills. (The department inspectors used the traditional scale, i.e. marks 2, 3, 4, 5). This system was chosen on assumption that these skills levels with their peculiarities taken into account may be treated as levels to some extent. Determination of this extent, as well as development of methods for converting the alternative scale into quantitative one (for instance, into the current 12-mark scale) remain unsolved. The principal warning lies in the fact that the knowledge and moreover, the substance of tasks and tests of each next level, do not incorporate the knowledge of previous levels being treated as somewhat equivalent parts (that provides the more complicated integrating procedure). Individual marks for each different-level task (in this case it is impossible because of somewhat hierarchy of levels, i.e. the same marks 2,..., 5 set for estimating different-level knowledge have different value) should be used when calculating the mean marks with correction indices taken into account. The relevance of this warning manifests itself when comparing results of processed data on average-level skills. The statistical index (reproductive skills) makes up from 60 to 80%. It was interpreted as a very high index, whereas the inspectors mean mark (according to the school estimate scale) was about 3 4 which was interpreted as an evidence of inadequate work of schools [6]. In connection with this fact a very important question arises: what quantitative indices of educational results are considered to be of good quality and what of bad quality (the term quality as regards the educational results should have common meaning, in ethic terms good and bad )? In the course of monitoring carried out in , in secondary schools of the city of Lviv and Lviv Region, an attempt to avoid this issue was made due to introducing a formal index, the learning factor (as regards knowledge or skills) as a relative number of tested pupils who solved tasks of different complexity (See [13]). The characteristic feature of this research, as compared with the previous one, lies in the fact that the test tasks were

64 64 Education Quality Monitoring formed by learning levels as defined by V. P. Simonov (identification, memorization and retention, understanding, knowledge and skills, and adaptation [14]), the estimation of educational results being made according to the five-mark scale and lately, since 2001, according to the twelve-mark scale introduced by the Ministry of Education and Science of Ukraine. It gives a possibility to approve two-level criteria of estimating knowledge and skills, as well as to verify the fact that irrespective of quantitative factor determining the educational results (a complex of knowledge-skills-qualifications-results-mastering ) an adequate conclusion on the education quality may be made only on the basis of its substance, whereas conclusions on ethic quality (good-bad) only in comparison with any analogue (either real or fabricated), or on the basis of specified test tasks or levels of mastering the educational program specifying these tasks. In other words, conclusions based on quantitative results may be adequate only with the substantial factors taken into account, irrespective of estimate scale Presentation and Interpretation of Results The monitoring results are presented in statistical tables where a total number of correct solutions of tasks of various complexities are indicated, the mean value being calculated for each data group. The charts are made for the purpose of visualizing data groups from these tables, including data grouped in the table columns (corresponding to charts of pupil skills statistical distribution over schools) or data grouped in the rows (corresponding to charts of intra-school statistical distribution of pupils over skills complexity levels). The table data provide the following possibilities: to see an uneven distribution of pupils educational results over schools by each level; to determine a value of pupils educational results averaged by the sample (a relative index fluctuating in each individual profile and depending on number of pupils (schools) included in the profile; to determine a number of schools with higher and lower level of skills acquired relative to the level averaged by the sample. The results were analyzed by each level, as well as by all levels of educational achievements. The averaged educational results as a quantitative index may be classified into the absolute index in case of intra-school data file and the relative one (%) in case of the whole sample of pupils who display some level of educational results. It may be interpreted as, for example, from the total number of the 11-form pupils of Lviv secondary schools who passed tests on chemistry 57% of pupils have an idea of the subject material, 83% keep in mind the studied material, 60% realize the material, 53% can use it for solving standard program tasks, 30% can use their knowledge for solving nonstandard extracurricular tasks. The analysis of the presented data produces a question as regards an average level of pupils skills: what should this index be and what index is adequate under the current educational conditions (100%, 80%, or 60%)? The point is that in the course of inspections this index may be used as a basis for evaluating the school operation (the teacher s work) only in case when its reference standard is established. For instance, 67-83% of pupils who keep in mind the studied material may be treated as very high in the view of overloaded educational programs, at the same time, taking into account the fact that children with

65 Assessment of Student Academic Progress 65 mental disabilities make up 15% of the general number of pupils 14, this index is even underestimated. It means that, as a rule, the schools successfully performed their principal task to teach pupils the program material. If the table indices are corrected for number of children with mental disabilities it means that they should be added with 15%, i.e. the total gradient of consolidated Table 3, amounts to: level %, level %, level %, level %, and level %. Thus, the conclusion on highquality work of Lviv schools becomes more reliable. This correction despite being undoubtedly rough because of a lack of detailed data on schools is quite reasonable and valid. The charts of skills statistical distribution over schools show a large dispersion of data that testifies to different efficiency of education. As a rule, 30-50% of schools fail to reach the average level thereby downing this level. However, the presented data are insufficient for revealing the cause of such dispersion because of the following reasons: firstly, the data of one-time profile may not be sufficient at all, secondly, the pupils educational results depend on many factors not covered by the experiment carried out, for example, the substance of current educational programs, their overload with theoretical material to be kept in mind; qualification of teachers; conditions of studying, including the pupils health, sanitary conditions, provision of teachers and pupils with methodical instructions and manuals. Each factor should be taken into account by introducing relevant correction coefficient Other Principal Aspects of Methods for Monitoring the Educational Results In 2002, the regional experimental program Pedagogical monitoring of education efficiency was completed. The program set forth to exercise control over each component of educational disciplines, at least, three times annually, by answering the questions: Have the educational purposes been realized? Have the positive dynamics of student s results been observed as compared with the previous monitoring results? Does the complexity level of educational material comply with the student s abilities? Naturally, for this purpose the teachers should perform systematical pedagogical monitoring. Having been analyzed the methods for performing such monitoring were found to be very simplified as no special goals were set for achieving them in the course of educational process. Therefore, the teachers treat the educational results in different ways. Some of them analyze the result from the standpoint of factual material studied by students; the others in the view of pupils abilities to adapt the knowledge to solving new tasks, etc. Accordingly, various aspects of answers are evaluated and a special system of test tasks is developed. In our opinion, the methods for monitoring the educational results developed by the Lviv Regional Institute for Post-Graduate Pedagogical Education help the teachers to avoid this uncertainty. The methods are aimed at carrying out an analysis of three educational result surveys during the school year: initial, check and final. The initial survey should be conducted during the first two weeks of September and be targeted towards determining the level of skills acquired by students prior to the start of new school year and towards verifying the children readiness to the new stage of studying. 14 These data were presented on the Regional Conference Optimization of Educational Process in Specialized Educational Establishments: Current Situation and Prospects. Lviv, August 26, 1998

66 66 Education Quality Monitoring In the mid-december the check survey should be carried out for observing dynamics of skills and knowledge acquired in the course of studying the basic subjects of invariant part of curriculum. A couple of weeks before the end of the school year the final survey should be made with the same forms and students involved. It should be aimed at determining the level of skills acquired by students during the current educational cycle, as well as at evaluating dynamics of students skills and knowledge during the period from the initial to final surveys by comparing data on each form and each subject with the use of current estimate scale. Educational result surveys were carried out in and among pupils of the 8 th (9 th ) and 10 th (11 th ) forms, respectively, in 10 and 19 schools, in the city and rural region, respectively. Seventy two teachers and one thousand seven hundred and ninety students, including 859 students of the 8 th (9 th ) forms and 931 of the 10 th (11 th ) forms were engaged in the research. The survey provided four groups of tasks corresponding to certain competence level (initial, medium, sufficient, and high) for the purpose of determining and evaluating a proportion of reproductive, partly-cognitive and creative components in the mental processes of the students. For this purpose we analyzed the level of successful fulfillment of tasks of various complexity included in the monitoring tests (the tests may be conducted also in traditional way). The first and second tasks were set in such a way as to check the quality of identification and memorization of the studied material. They check the organization of reproductive activities without requiring the logical processing of the material. The third and forth tasks are aimed at checking the quality of material understanding and realization, as well as the students abilities to generalize the studied material. When fulfilling these tasks the pupils engage the partly-cognitive skills by using the logical operations (such as analysis, synthesis, argumentation, conclusion, etc.) for solving cognitive tasks. The fifth task is oriented towards generalization of studied material in various topics and subjects. This task includes elements of heuristics and creativity and makes the students think flexibly and in nonstandard way, as well as adapt the acquired basic knowledge to the new situation. The tasks in each group were evaluated according to the scale from 1 to 3, therefore, the pupils who successfully fulfilled the tasks can score the total mark from 1 to 12 points. The survey results are presented on charts (Appendix 5). Inasmuch as among the students of the 8 th (9 th ) and 10 th (11 th ) forms the skills and knowledge quality indices on the third, forth and fifth tasks for both humanitarian and natural sciences showed downward dynamics, it should be concluded that the major part of pupils has underdeveloped partly-cognitive and creative components of metal activities. As mentioned above, these tasks include elements of heuristics and creativity and make the students think flexibly and in nonstandard way, as well as adapt the acquired basic knowledge to the new situation, etc. Some teachers displayed a lack of skills for targeting the educational process and other pedagogical know-how and failed to implement the educational methods for stimulating the students to perform creative works.

67 Assessment of Student Academic Progress List of Recommendations Research conducted in by the Lviv Institute of In-service Teacher Training aimed at the development and approbation of different methods of determining and evaluating quality of education got by the students in schools of Lviv and Lviv Oblast made it possible to propose such recommendations for the purpose of solving the problems of available imperfect system of assessment of the students educational results: Recommendation А. Dissemination of Lviv Oblast s experience in application of the original model of student education progress diagnosing. Recommendation B. Teachers training in application of the original model of student education progress diagnosing on the basis of the Central and regional In-service Teacher Training Institutes. 5. Description of Recommendations: Recommendation А. Dissemination of the Lviv Oblast experience in application of the original model for diagnostics of the student educational progress incliding: conduct during a school years of, at least, three surveys of the pupils educational results: zero, control and final; use of several task groups for diagnostics according to the students knowledge level to be diagnosed; use of digestion coefficient ; use of formal and content indicators built on the basis of semiotic approach and division of educational results into reproductive, reproductive-productive and productive. This recommendation was proposed given to a successful approbation of innovation model for monitoring of the students educational results in the Lviv Oblast and became a basis for creating the national system for monitoring of the students educational results which includes: а) external certification assessment in the final classes of the 1st-3d level schools; b) external diagnostics assessment (assessment model on the basis of methods worked out by the Lviv Regional Institute of In-service Teacher Training), which includes: conduct during a school year of, at least, three surveys of the students educational results: zero, control and final; use of several task groups according to the students knowledge level to be diagnosed; use of digestion coefficient ; use of formal and content indicators built on the basis of semiotic approach and division of educational results into reproductive, reproductive-productive and productive. c) analysis of results according to the internal (current) assessment; The basic stages for implementing the recommendations shall include: a requirements specification with the reasons of the content and formal indicators subject to monitoring built on the basis of this analysis; working out of one or several models of monitoring system over the students educational results according to the set indicators;

68 68 Education Quality Monitoring development of a tasks set (surveys) by basic subjects of the schools teaching plan by which the pupils educational results should be monitored; experimental model approbation in several regions of Ukraine and (if possible), for instance, abroad within the framework of the so-called intercultural research ; choice and implementation of the chosen education model. In the subsystem b (external school diagnostics assessment) the most reasonable is a model with the following set of indicators: Formal: marks for the tasks of separate levels given by a 12-score scale with different variants of accounting the number of scores for a separate task; marks for the tasks of separate levels given by performed/failed system; digestion coefficient. Content: description of levels of the program digestion by semiotic criteria, including modified ones) and the Ministry of Education and Science of Ukraine criteria for a 12-score scale, including modified ones); the relevant variants of results interpretation. As to the latter, from the experience of the above stated research we may say that the most informative is interpretation in semiotic terms. For instance, 86 per cent of students distinguish the basic objects, phenomena and other artifacts, as well as their symbolic (oral, literal, graphical and cartographic) indications studied in accordance with a physics program (programs for the Ukrainian language, history, geography and so on); 73 per cent remember (reflect) a theoretical material of program; 61 per cent catch the material; 56 per cent do typical program tasks (use the knowledge in non-typical, situations unforeseen by the program); 24 per cent perform non-typical tasks (use the knowledge in non-typical, situations unforeseen by the program) or the like. Such variant of studies results interpretation, actually, characterizes directly a quality of the pupils educational results and quantitatively (statistically) describes their division according to the number of interpreted qualities, irrespective of the assessment scale. The mentioned semiotic interpretation of the pupils educational results qualities has one more advantage that actually involves clear directives as to a nature of control (monitoring) tasks: Knowledge of particular names (identification) solution of the tasks (of open or close type): what is the name of something?, what is a symbol of something?, to note of (subject, object) among the listed. and the like. Knowledge of concepts (Retention) solution of the tasks (of open or close type) of reflecting nature: what does something mean?, to note symbols of something, to describe the geographical position of something, When did somewhat event take place? and so on. Opinions, knowledge of properties and relations (understanding (comprehension)) solution of the tasks (as rule, of open type): how does something happen?, why, in your opinion,?, what, in your opinion, will happen if? and so on. Ability and skills solution of tasks (as a rule, of open type and practical nature): to show something at the contour map, to define something, to calculate something, to find something and so on.

69 Assessment of Student Academic Progress 69 Adaptation solution of the tasks, which a student did not learn during his/her studies (both by their substance and complexity or type), i.e. extracurricular ones which require extended or in-depth knowledge of subject or are of complex or heuristic nature. Besides, irrespective of quite clear character of tasks a problem may occur, in our opinion, due to the so-called expedient sets of tasks 15 or survey tasks. The matter is that for the adequate assessment the control tasks should be grouped by a more or less narrow subject (or by substantial sequence, therefore, there may be many tasks (analysis report of this clearly technological problem of control tasks are beyond the bounds of the given work). Number of these control substantial sequences (topics) is a subject of a separate research within the framework of experimental approbation. To make an assessment judgment about the general quality of these results (in ethnic terms) it is necessary to compare them with the foreign analogues or with the set (desirable) own ones. Recommendation B. Teachers training in application of the original model of students education progress diagnosing on the basis of the Central and regional In-service Teacher Training Institutes. This recommendation applies to organization and conduct of the respective courses for the teachers and directors of schools by results of approbation and selection of methods to diagnose (monitor) the students educational results. Program for the teachers training structured after pattern of traditional extension courses for teachers may last for hours and covers the following tentative thematic blocks (modules): 1. Philosophical methodological and psycho-educational basis for diagnostics (monitoring) of the student educational results (12 24 hours). This block foresees consideration of theoretical information about the concept of educational diagnostics and monitoring, its forms and types, criteria, methods and approaches to the expedient sets of diagnostic tests (surveys), etc. 2. Computer processing of diagnostics data (monitoring) (12 24 hours). This block foresees the familiarization with the computer means of diagnostic (monitoring) data processing, in particular, by help of data analysis package of MS EXCEL table processor, as well as (if necessary) studies of separate issues of mathematical statistics. 3. Term paper Surveys of the student educational results on the subject for the class (up to 36 hours). This block foresees an independent setting of diagnostic tasks (indicators) on separate topics (courses) of any educational subject. 4. Practical work on the educational diagnostics of the student educational results (12 24 hours). This block (analogous to educational practice) foresees a personal conduct by students of diagnostic studies with the students for a purpose of working out the methods of conducting such lessons. It may be conducted in two variants: with the use of own tasks set within the framework of term paper; or with the use of tasks set by researches of the Central Institute of In-service Teacher Training and Lviv Regional Institute of In-service Teacher Training. 15 Term of creativeness theory introduced by Poland s researcher A. Goralski (See [4, 5]).

70 70 Education Quality Monitoring 6. Conclusion When developing the technologies of results assessment the most important is clear shaping of educational results to be researched and verification of control means (tests, conditions of control tasks) as to their validity. Solution of this problem means selection of respective formal and substantial indices of assessing (monitoring) the pupils educational results, as well as in the development of control (diagnostic) tasks, the survey tasks equal to indicators. The most expedient are the following formal indicators: marks for the tasks of separate levels given according to a 12-score scale with different variants of accounting a number of scores for a separate task; marks for the tasks of separate levels given according to the system ( performed/ failed ); digestion coefficient. The more expedient are the following content indicators: description of program digestion levels by semiotic criteria, including modified ones, and the Ministry of Education and Science of Ukraine criteria for a 12-score scale, including the modified ones; the respective variants of results interpretation in semiotic terms. The proposed recommendations have been developed on the basis of monitoring research of the pupils educational results in Lviv region ( ) by the Lviv Oblast In-Service Teacher Training Institute in the context of implementing the national system of education quality monitoring. These recommendations allow solving the problem in a maximally short term. Further discussion of possible remarks with all the concerned parties will allow us to make a more reliable assessment of merits and demerits of each variant, as well as the most optimal mechanisms of their realization. 7. References 1. Барна М., Гірний О. Оцінювання навченості учня термінологія і методологія// Рідна школа С (Barna M., Hirniy O. Assessment of student progress terminology and methodology // Ridna Shkola # 12. P ). 2. Бугаев А.И. Методика преподавания физики в средней школе. М.: Наука, (Buhayev A.I. Methods of Physics teaching in secondary school. M.: Nauka, 1981). 3. Гірний О.І., Зінкевич М.В., Савчин М.М., Хобзей П.К., Шиян. О.І. Методика діагностики навченості учнів // Біологія і хімія в школі С Див. також: Гiрний О., Зiнкевич М., Савчин М., Шиян О. Методика дiагностики рiвнiв навченостi. (звiт). Львiв: ЛОНМIО, c. (Hirniy O.I., Zinkevych M.V., Savchyn M.M., Khobzeyi P.K., Shyyan O.I. Methods of diagnostics of students progress // Biology and Chemistry in School # 1. P See also: Hirniy O.I., Zinkevych M.V., Savchyn M.M., Khobzeyi P.K., Shyyan O.I. Methods of diagnostics of levels of progress (Report). Lviv: LOISTTI, p.) 4. Горальський А. Правила тренiнгу творчостi (методичний посiбник; переклад з польської). Львiв: ВНТЛ, с. (Horalskyi A. Rules of training of creativity (Methods Textbook. Translation from Polish. Lviv: VNTL, p.). 5. Ґоральський А. Теорія творчості. Львів: Каменяр, с. (Horalskyi A. Theory of creativity. Lviv: Kamenyar, p.)

71 Assessment of Student Academic Progress Матерiали вивчення знань учнiв з природничих дисциплiн у загальноосвiтнiх школах м. Львова у н.р. Львiв: Департамент освіти і науки Львівської міської ради народних депутатів, c. (Materials of diagnostics of student knowledge in Science disciplines in general secondary schools in the city of Lviv in Lviv: Department of education and science of the Lviv City Council of Peoples Deputies, p.) 7. Стратегія реформування освіти в Україні. Рекомендації з освітньої політики. К: К.І.С., с. (Reform Strategy for Education in Ukraine. Educational Policy Recommendations. K.: K.I.C., p.) 8. Мойсеюк Н.Є. Педагогiка. К., С (Moyceuk N.Ye. Pedagogy. K., P ). 9. Національна безпека і оборона С.2. (National Security and Defense , P.2). 10. Семиволос П.. Василь Кремень: Не бачу альтернативи змінам // К.: Україна: огляд число 5. липень С.6-8. (Semyvolos P. Vasyl Kremen: I don t see the alternative to changes // K.: Ukraine: Review Number 5. July P. 6 8). 11. Сичевська З.В., Бовтрук А.Г. Про якість засвоєння курсу фізики рiвнi знань / Методика викладання фізики (респ.наук.-мет.зб.). Вип. 16. К., (Sychevska Z.V., Bovtruk A.G. On the quality of mastering of the Pgysics course levels of knowledge / Methods of Physics teaching (Republican Scientific and Methods Collection). Issues 16. K., 1982). 12. Україна: соціальна сфера у перехідний період (Аналіз Світового Банку). К.: Основи, с. (Ukraine: social sphere in transitional period (World Bank Analysis). K.: Osnovy, p.). 13. Моніторинг якості навчання необхідна умова становлення творчої особистості й розвитку освітньої інституції (за результатами діагностування навченості учнів у школах області)/ За ред. Р.Б. Шияна. Ч. І-VII. Львів: ЛОНМІО, (Monitoring of Educational quality if a necessary condition of a creative personality coming-into-being and development of an educational institution (based on the results of diagnostics of students progress in Oblast schools/ Ed. By R.Shyyan. Part I-IV. Lviv: LOISTTI, ). 14. Симонов В.П. Диагностика личности и профессионального мастерства преподавателя. М.: Педагогическая академия, с. (Simonov V.P. Diagnostics of a personality and professional mastery of a pedagogue. M.: Pedagogical academy, p.). 15. Северный А.А., Зевина О.Г., Зевин Я.М., Клейн Т.П. Проблема отбора одаренных детей в элитные школы или некоторые гипотезы по поводу одаренности / Uzdolnienia intelektualne i twуrcze. Koncepcie. Problemy. Perspektywy. Pod red. W. Alminderowa i J. Laszczyka. Warszawa, сс Nęcka E. Psychologja twórczośći. Gdańsk: Wyd. Psychologiczne, 2003, 256 s. 17. Popek S. Czіowiek jako jednostka twуrcza. Lublin: UMCS, 2002, 178 s. 18. Zarządzenie Nr. 30 Ministra Edukacji Narodowej z 12 października 1993 r. zmieniające zarządzenie w sprawie zasad oceniania, klasyfikowania i promowania uczniów w szkołach publicznych dla dzieci i młodziezy oraz przeprowadzania egzaminów sprawdzających i klasyfikacyjnych. Dz Urz. MEN, nr. 10, poz.38.

72 Tetyana VOLOBUEVA, Lidiya CHERNIKOVA 1. Executive Summary Student Quality Progress Monitoring: Donetsk Regional Program Education Quality Monitoring ( ) The most important value in modern world is personality, which has opportunities for self-realization and self-development, introduction to modern society. Education development in the context of new needs and opportunities, modernization of all its components is of major importance. A response to all challenges can be given by high quality education. Education quality is a deciding principle of innovative educational system, based on establishment of a platform to uncover potential capacities of children, to foresee needs and personality development models. A tool for realization of high quality educational model is education quality monitoring. The main component of this tool is pupil academic achievements monitoring. Current practice and recent studies prove that today in Ukraine there is no complex monitoring model concerning pupil progress quality, which would allow systemic, transparent and effective tracking of personality development dynamics; determining causes of problems and developing of prognosis. Positive experience of implementation of regional Education Quality Monitoring program in Donetsk oblast and student training quality monitoring system as a component of this program, allows us to present the following recommendations to settle this problem: Recommendation A. Dissemination of regional innovative monitoring model of student quality progress. Recommendation B. Establishment of a platform for implementation of innovative education quality monitoring model, which foresees enlightening work and training of pedagogues, pupils, parents and the public. Recommendation C. Establishment of a data bank of monitoring results. 2. Introduction 21 st century places new demands before mankind, presenting objectives concerning drastic transformation of all vital activities of a personality and society. Education development in the context of new needs and opportunities, modernization of all its components is of major importance. Innovative development of education is directed at realization of child-centric principle as a reflection of new global trends dynamics, where personality development is a progress indicator. Consolidation of personality-oriented pedagogical system, which directs education at the development of self-sufficient personality, trained for conscious and effective activities in modern market system, becomes of special importance and preconditions a need to review adopted norms of educational work of a school, teacher, pupil, administrative structures. An adjustment is needed in educational process direction. Its principal function should be a development of understanding of the need and ability in a pupil to study

73 Student Quality Progress Monitoring: Donetsk Regional Program Education Quality Monitoring 73 all life long. Of course, it should be combined with other function child s mastering a set of basic knowledge. With such approach education develops both new characteristics of pupil knowledge (breadth, universality, flexibility, evolutionary processes, etc), and skills to use each newly acquired skill in person s practical activity. Answers to all these questions can be given by high quality education. Quality in this context receives a special importance at this stage 24 National Doctrine of Education Development emphasizes that modernization of educational system is directed at provision of its quality in accordance with the newest achievements of national and global science, culture and social policy.[7, p.5] Conceptual characteristics of national education quality, defined by normative and legal documents [3], [7] include such provisions as: Education quality is a national priority; High education quality foresees organic connection of education and culture, pedagogical theory and practice; Modernization of educational system is directed at provision of its quality in accordance with the newest achievements of national and global science, culture and social policy. The Concept of General Secondary Education (12-year school) also declares education quality as a strategic sphere of Ukrainian education development: General school system of Ukraine needs an advance towards new (in terms of quality) education for all children of a school age. [3, p.12] So, the quality of education becomes a determining principle for innovative educational system, based on establishment of a platform to uncover potential capacities of children, to foresee needs and personality development models. A tool for realization of high quality educational model is education quality monitoring. The main component of this tool is pupil academic achievements monitoring, characterized by systematic nature, duration, transparency and effective tracking system; it also states objectives to define causes and inconsistency between results and goals. It is important to note that monitoring contributes to the improvement of educational process informational support as a significant condition for effective education quality management; it also allows to direct informational support at the achievement of priorities concerning domination or lack of subject-subject relations and development of pupils, humanization and harmonization of education. The most important guideline concerning advantages of education quality monitoring is the fact that the tracking allows to target results, which correlate with both state orders and personal pupils achievements. It means: Personality progress stage with respect to his/her previous achievements; 24 Quality is one of the most complex and multi-pronged categories. A history of its establishment and development is inseparable from civilization s history. Education quality is defined by S. Shyshov and V. Kalney as a social category, which determines condition and effectiveness of education process in society; its compliance with society s needs and expectations (various social groups) in the development and formation of civil, common, and professional competencies of the society. [15, с. 78]. Interpretation of a term Education quality is provided by M. Potashnik. [9, с.23-35]. We view education quality in terms of a social category as a set of education characteristics, which determine its capacity to satisfy needs of a personality, society, state in accordance with education goals. [6, с.32].

74 74 Education Quality Monitoring Pupil advance in mastering knowledge, skills; development of mental characteristics and moral qualities, which are: fund of communicative skills; creative cognitive activity; personal social achievements within a school and in society (personality component, connected with the development of ability to self-knowledge, self-realization, self-control and self-organization); Health, physical condition (nature-compliance component), etc. 3. Analysis of a Problem of the Lack of a Complex Model of Monitoring of Student Quality Progress Modern society feels a need for highly educated and enterprising young people, capable to reform a society in a creative manner, to increase country s intellectual capacity, to renovate its spiritual culture. That is why secondary school graduates have to be trained to face new social relations, to be socially protected and morally stable, to be socially-hardened, to be able to face difficulties in highly competitive environment, to be physically and mentally fit and healthy. And the main thing is that graduates have to have self-development abilities and to be ready to improve themselves. It is impossible to achieve such objectives within traditional technology pedagogy of requirements, based on external pupil motivation and forced studying. A new technology counts on internal, personal factors of pupil motivation; on natural children self-development needs; on aspiration for self-expression, self-assertion, self-determination and self-governance. Pedagogical practice analysis proves that methods of school education and teaching are often characterized with authoritarian nature; they do not provide a child with freedom of activity choice. Many children and adolescents are passive; their educational motivation is low. This is proved by monitoring research results. A school fails to perform its socializing function, which is to provide new generation with necessary guidelines and tools for self-determination in professional, social, political and economic life. And it produces many negative consequences. School graduates polling, conducted in April-May 2002 by Donetsk Institute of In-Service Teacher Training (about 3720 respondents) showed bad preparedness of young people to life: 47% select their profession according to parents advice; 23% of young men, who participated in research, stated that after university graduation they work not according to their specialty. So, current school education cannot ensure quality training of a school graduate. One of the tools of ensuring education quality is quality monitoring, which includes evaluation of a secondary school pupil education level. Traditional normative evaluation implies that a mark for a pupil is the main motive. Very often it shades a content result of education. In this situation a mark becomes a tool for manipulation of pupils, a tool for encouragement or punishment. In addition, a marking is not accompanied with evaluation process itself. An existing control over knowledge does not include evaluation of knowledge and skills application in practice, other mental operations of high level. Very often it is mere retranslation of received information. In addition, traditional system does not practically contain capacity for a pupil self-assessment, but it is known that evaluation is pedagogically expedient only if it is based on self-assessment. At the same time the main function of evaluation in the

75 Student Quality Progress Monitoring: Donetsk Regional Program Education Quality Monitoring 75 monitoring process is a feedback, which allows a pupil to see his/her own successes or failures in different aspects of education. Such evaluation makes self-assessment possible it also makes it a necessary part of monitoring technology. While analyzing and evaluation his/her own educational activities and their results, a pupil gets to know that his/her self-assessment can influence a resulting one. So, such steps are performed in a certain logical order. In traditional evaluation system pupil knowledge are assessed on the first place. In addition, evaluation is influenced by subjective factors (teacher attitudes; teacher stereotypes concerning excellent pupils, pupils with lowest marks, future medalist (honored) pupils, etc.). Monitoring process, using various criteria, evaluates different aspects of educational activity, manifested in real work. In other words, a pupil activity is being evaluated. Comparison of pupils, their social assessment becomes possible only as a result of final evaluation. It should be noted that each criterion presents folded content and goal of education. At that the goal is synthetic it includes both subject objectives and developing objectives. For example, a communication criterion, which is present in virtually all courses, implies ability to use subject terms in oral and written speech, as well as development of pure communicative skills in a pupil. And, finally, monitoring foresees regular tracking of any process. In educational sphere it allows to evaluate pupil development during a certain period of time to compare such indexes. This work has to be organized by a teacher, and pupil evaluation according to various criteria presents diagrams of development of appropriate skills. In order to resolve the issue of education quality improvement and effective training of youth, in Donetsk oblast we introduced a regional education quality monitoring model Education Quality Monitoring Regional Program in Donetsk Oblast The structure of regional monitoring is multilayered, complex and multidimensional. Internal monitoring ( teacher pupil school): Automatic monitoring preconditions self-assessment of each pupil s own academic achievements, drawing educational trajectory; Pedagogical monitoring is implemented by each teacher in current and final evaluation of pupil academic achievements; establishment of real level of educational competencies development; correction of pupil advances in academic achievements levels; At the school level monitoring is performed by administration in the system of internal governance and control. External monitoring: At rayon (city) level it is performed by administrative and methodological structures; At oblast level it is performed by Central education and science authority and oblast institute of postgraduate pedagogical education (in future by independent regional testing centers). Object of monitoring by competent expertise is quality of education. Parameters of competence, which define the quality of education, are: Knowledge with information about nature, society, techniques, human being, culture, etc., which provide humanitarian and national orientation of personality and form the basis for outlook culture;

76 76 Education Quality Monitoring Experience in realization of activity means, which ensures mastering of knowledge in its practical application; Experience of conducting creative activities, which is formed by pupil involvement in creative process (independent transfer of activity means to new situation, vision and ability to settle problems, to find alternative decisions, etc.); Emotional and value orientation, which determines norms and style of attitudes towards the world, other people, selves; a system of culturological values, defining factors of self-development; motivation. Among monitoring functions it is necessary to emphasize: Diagnostic records actual condition of education quality in the region; Prognostic defines strategy and tactics of education area development; Administrative influences goal, information, prognosis, decisions, communications, performance and adjustment; Organizational regulates education quality monitoring conditions; Informational establishes probable array of information concerning education quality in the region and disseminates it; Analytical preconditions selection and processing of probably information on education quality; Research defines a range of application experimental developments on this problem; Pedagogical builds an integrity of pupil education, teaching and development process; Adaptation minimizes negative consequences of current situation, which forms a complex child development situation. Method of monitoring is selected on the basis of quality control approach considering specifications of educational courses. Expected results: modernization of invariant and variant elements of education content; implementation of competence-oriented approach to formation of education content; creation of a system for development of key pupil competencies, implementation and control over their achievements; increase of level of individual differentiated work with various pupil categories, drafting individual personality development programs; receiving quality and reliable information about condition and efficiency of educational process in the region, its compliance with personality and society needs; modernization of regional model of education quality management, improvement of reflexive, analytical and prognostic activities of administrators at all levels; forecasting further development of regional educational system development, elaboration and implementation of actions to improve educational practice Regional Monitoring Model of Student Quality Progress Regional monitoring model of pupil quality progress consists of basic monitoring of compliance of pupil educational level of grades 3(4), 6, 7, 9, 11 in mathematics, Ukrainian language and history of Ukraine with requirements of the State Standard of general secondary education, and four problematic monitoring studies: 1) monitoring of pupil academic achievements level improvement on the basis of self-education; 2) monitoring of creative abilities and talent development;

77 Student Quality Progress Monitoring: Donetsk Regional Program Education Quality Monitoring 77 3) monitoring of differentiation and individualization of studying through effective combination of invariant and variant components of Basic curriculum; 4) monitoring of health improving function of education; monitoring of development of key pupil competencies; scientific and methodological support (see Attachment 1). The novelty of a suggested basic monitoring model in comparison with current regional teaching control system is explained in the list of technologies: Increase of objectiveness of collected information due to three flows of singletype data, which are collected, processes and analyzed by educational institution (self-analysis) city/rayon (city coordinator) oblast (regional council/service). A core indicator of course education quality is the level of pupil academic achievements. Changes in pupil indexes (percents), which are distributed according to four levels of academic achievements ( = х 1 х 2 ) allow to define tendencies, educational process efficiency dynamics. Quantity parameters of educational process quality are supplemented with quality ones due to psychological and sociological tracking. New requirements on control papers content are defined. These should contribute to revealing knowledge, skills of search and creative activities; ability to transfer skills to other (variational) situation; development of pupil s emotional and sensible sphere; practical and activity education component. Each structural block has to support achievement of a definite didactic goal. Correction work on the basis of pupil academic achievements tracking results is aimed at a definite teacher (correction-technological card) and a pupil (individualdeveloping program). Establishment of regional computer data bank of pupil academic achievements in different courses during lengthy learning periods. Use of new informational technologies for statistical and graphical data processing. Results received can be used as follows: 1. Administrators of all levels each six months receive objective average information on pupil erudition and causes of weaknesses of separate standard elements of each course. There is an opportunity to make administrative decisions and forecast situation for the next year. 2. Methodological service can plan a concrete work with definite teacher groups on certain problems; suggest both general recommendations and individual ones for a definite school; increase teacher qualification concerning emerging problems, etc. 3. The head of educational institution can compare his/her own evaluation of teacher activities and pedagogical personnel with the external independent one; after comparison of own and average district results he/she may make certain administrative decisions. 4. Methodological Council and school methodological associations can plan with each teacher, methodological association, groups, classes, individual pupils. Using systemic materials collected during several years, they can forecast necessary teacher actions in teaching themes, difficult for pupils to master; provide recommendations on regulating school curriculum with grounded selection of basic curriculum and regional and school component of hour distribution. Monitoring in this case makes it possible to go beyond class-lesson system and to form groups of children of a given parallel to increase individualization of education (deepening, integration, etc.). Practice shows that systemic monitoring allows grounded selection of a textbook.

78 78 Education Quality Monitoring 5. Monitoring creates situations a teacher is interested in independent, objective evaluation of his/her work; defining a level of professional growth; search for new technologies, passing extension courses and open lessons of his/her colleagues. Monitoring results are considered during a teacher attestation. 6. Monitoring allows parents, pupils and class masters to see objective situation of what can be taken by a pupil; to understand perspective of individual development, potential capacities and professional orientation along with psychological diagnostics. 7. Self-education of all educational stakeholders reaches new level. To track the quality of course training, we used social, psychological, and pedagogical research. Introduction of social and psychological block in monitoring model is conditioned by the need to consider during basic courses education quality diagnostics the nature of motivated pupil activity to reach educational goals. Its core is educational self-consciousness. Educational self-consciousness is understanding of educational motives, goals, methods; comprehension of one s self as a subject of educational activity, which organizes, directs and controls educational process (B.G. Ananiyev, V.V. Davydov, V.I. Slobodchykov, G.A. Tsukerman, А.V. Furman, V.P.Palamarchuk). At the same time pupil consciousness experiences spreading of learned subjects over both current and future activities (e.g. professional, civic, etc). That is why a fixation of features of stated processes is needed. It will allow to get an idea about the level of pupil educational self-consciousness development as an indicator of education quality in certain discipline. According to educational activity theory, its three layers and mechanisms of their generation, it can be assumed that cultivation of the third layer (selfconsciousness as fundamental for personality development) is the primary objective of educational process. Considering all above stated, the main objective of the research is to receive comparative characteristics of educational and personality achievements of pupils from cities, rayons, different types of educational institutions according to the following components: Value component a system of values and senses of life; Socialization component, accumulation of social experience; Creative component, formation of creative activity experience; Component of self-knowledge, self-realization, self-control, self-organization; Nature-compliance component, connected with health and physical development. Personality development, especially during early stages of ontogenesis considerably depends on the nature of social situation of human activity. Dominant in this case are educational systems. Scholars believe that it is very important to know leading social and psychological parameters of such systems; they also name basic courses teaching quality as integral parameter. In implementation of research programs concerning various subjects of educational activity efforts are made to get opinions of pupils, teachers, parents; to learn their requests, personal and sensitive attitudes towards educational material and process of cognitive activities regarding basic component courses. Indicators, which make this process possible, include: Direct interest or indifference to educational course in general;

79 Student Quality Progress Monitoring: Donetsk Regional Program Education Quality Monitoring 79 Evaluation of course s social importance; Evaluation of course s role in pupils future plans; Emotional comfort or discomfort, felt by a pupil in class; didactogenetic and success situations, etc; Need in overcoming routines of reproductive perception of educational material; Formation of creative work experience in the process of mastering of school discipline; Ensuring self-realization opportunities for all pupils in educational process; Need is self-education, improvement of pupil personal experience in educational activity; Need in expansion of cooperation with teachers, classmates, etc. In order to perform research of personal and sensitive attitudes of respondents towards educational process in basic courses we used the following methods of data collection: observation over diagnostics scheme; polling; questioning; diagnostic tasks; expert evaluation. Here it is expedient to introduce block organization of material, presented to a respondent. For example, combination of questions in questionnaires according to thematic and problematic principles ( Academic achievements, Self-realization, Vision of future, Value orientations, etc.). Since the line Me at each age has its own peculiarities, it is anticipated to use tools, developed in compliance with such features for different age categories of pupils. Organization and holding mass research includes the following stages: research preparation; holding; processing and analysis of received information; interpretation of statistical data. During the preparation stage a special attention is paid at the development of tools, instructions concerning certain activities, received data analysis schemes, forms to process primary data using computer systems. Research implementation guidelines regulate forms and terms of realization; time limits for performing tasks; recommendations on primary material processing and filling appropriate analysis schemes. All these contribute to establishment of positive diagnostics conditions, avoiding diversity in approaches to data recording and processing. In order to maintain the intensity of diagnostics, to avoid breaking of routine rhythm of school work, the research plan-schedule is developed. Besides, additional probing polls of different educational process subjects are implemented concerning their attitudes towards diagnostics procedures in school within the program of pupil education quality tracking regarding basic disciplines (see Attachment 2). Monitoring of differentiation and individualization of education through effective combination of invariant and variant components of Basic curriculum is based on marketing research and basic monitoring results. Monitoring research became fundamental for the development of personality oriented educational model, which foresees teaching and education on the basis of individualization, provision of selfeducation and self-development conditions, conscious personal definition of one s own capacities and life goals. Monitoring of health improving function of education it is diagnostics of children health and establishment of health-preserving environment at school. Of major importance becomes an issue of both ensuring school education without health losses

80 80 Education Quality Monitoring and integral approach to a school life, covering all levels from educational systems management, classroom relations and relations with external environment to preserving and improving one s health. In the health monitoring an evaluation of health condition is viewed in two aspects: As an indicator of functional training of organism in each age stage to perform different activities; As a criterion of impact evaluation concerning educational and physical load on pupil s organism. An objective for the next year of experimental work is to establish scientifically grounded new methodology, capable of objective reflection of child s physical, mental, social health, which would not require large material resources, have low labor intensiveness, be understandable to all educational process participants. Monitoring of creative abilities and personal talents development analyzes trends and optimal ways of creativity and talent development in children. Development and improvement of creative thinking, especially during the period of serious social changes in our country will provide a pupil with opportunity to develop a skill of finding effective resolution of any problems. Conscious and targeted use of creative thinking allows a personality to achieve wanted results and realize oneself. We believe that one of the most important education quality tracking results in all areas is the establishment of self-education programs for pupils and teachers. One of goals of pupil academic achievements improvement monitoring on the basis of selfeducation is a development of self-education competence in all education stakeholders. Within regional education quality monitoring the level of pupil life competence formation is being tracked. Competence-oriented approach in education does not allow equate education results evaluation and traditional system of success indexes. Reorientation of a school towards formation of key competencies should be accompanied by changes in both strategy and technology of education and ways of evaluation of pupil results. Competence-based approach in this context is the most optimal, since it allows going beyond concrete knowledge, skills and abilities (KSA). It can effectively reflect processes, tendencies and challenges that form a framework and opportunities for cultural self-determination, establishment of individually important strategy of success and subjectiveness. Monitoring research system, according to regional program tracks the following key competencies: Cognitive competence: educational achievements, intellectual objectives, ability to learn and operate with knowledge. Personality competence: development of individual abilities and talents; awareness of one s own strengths and weaknesses; ability to respond; dynamic knowledge. Self-education competence: ability to self-education, organization of personal self-education methods; responsibility for the level of self-education activity; flexibility in application of knowledge, skills, abilities under quick changes; permanent self-analysis, self-control over one s own activity. Social competence: cooperation, teamwork, communicative skills; ability to make decisions and aspiration for understanding personal needs and requirements; social unity, ability to define personal roles in society; value orientation; development of personality qualities, self-regulation; culture of interpersonal relations.

81 Student Quality Progress Monitoring: Donetsk Regional Program Education Quality Monitoring 81 Competence attitudes towards personality s health: somatic health; clinical health; physical health; mental health; the level of valeology knowledge. A new model of graduate personality in terms of competence-based approach will be formed from a set of universal life competencies, beginning with elementary competence, which ensures survival and elementary functioning of organism and ending with methodological competence, which personifies the highest level of maturity and personal productiveness. In addition, it possesses a set of differential personality competencies or personality features, which ensure achievement of this or that level of universal competence. For administrative and methodological structures a Program of administrative activities was developed to work within education quality monitoring process. The program determines special features of administrative actions at three levels: oblast, rayon (city), and school. It also defines the impact of monitoring results on the quality of administrative decisions Efficiency: Monitoring Experience and Development Prospects Monitoring research results, achieved in oblast in make it possible to draw the following conclusions: 1. A number of methodological offices in cities and rayons has already demonstrated a system for monitoring research implementation. 2. Higher indexes are achieved in cities and rayons, which pay greater attention at teacher training to work in monitoring research system and study of educator s professional competence. 3. At the same time high education quality indexes in some cities and rayons is the evidence of tolerance in evaluating pupil academic achievements, while pupils from these regions demonstrate rather modest results in educational olympiads and contests. 4. Insufficient psychological readiness of pupils and teachers to study within monitoring system had a negative impact on qualitative and quantitative indexes. This led to the lack of increase of knowledge quality in a number of cities and rayons. 5. Insufficient provision for diagnostics and control papers influenced quantitative indexes. 6. The number of pupils who carried out control papers at levels І ІІ was decreasing gradually, while it was increasing at levels ІІІ ІV. The latter was influenced by self-education and correction work of pedagogues. Pupils demonstrated abilities to define preconditions, causes and peculiarities of events and processes. 7. Especially evident was an increase of pupil knowledge in fulfilling IV level assignments (from 13% to 22%). Graduates showed developed skills to argument certain viewpoints and to provide evaluative statements. Summing up incremental analysis, it is necessary to note that it did not reveal any considerable structural changes. Three is still a prevalence of factual knowledge and reproductive skills, which is a result of traditional teaching with predominant monologue forms of educational material presentation and reproductive pupil work. At the same time one may observe a positive trend of gradual increase of pupil knowledge quality. Incremental analysis results of final control papers maker it possible to define the main areas of corrective-development work with pupils during the next year. Considering age peculiarities of pupils, a priority was given to types of works, oriented at reproduction of information; formation of logical thinking; ability to

82 82 Education Quality Monitoring define chronological order, analyze events and define notions. It was also directed at the development of critical thinking; ability to define cause-effect relations between events and phenomena; ability to provide laconic and reasoned point, to take a stand and to make rational choice. Another orientation was elaboration of the most important competencies, which help pupils to define content, preconditions, causes, consequences and peculiarities of events and processes; to discover the role of people s activities in social and economic transition; to use knowledge in analyzing current events; to find and to protect own arguments and ideas concerning various issues; to understand his/her belonging to Ukrainian, European and global development. Correction and analytical work in academic year monitoring was directed at organization of independent and creative work of pupils and increase of teacher awareness level within regional program implementation. Conducted work had certain results: during academic year selfeducation process covered 58, 5% of 7 th grade pupils, 61,4% of 9 th year pupils and 62% of senior (11 th grade) pupils. Total number of pupils, involved in self-education, makes up 60,6%. Out of them 37% studied independently, 34% collectively, 29% in groups. Self-education of 35% of pupils is at reproductive level; 45% of pupils correspond to constructive level and 20% to creative level. The majority of pupils (54%) worked under teacher supervision; 30% of pupils had relatively independent self-education, and 16% had fully independent learning. Control over self-education was performed by teachers (57%). Self-control was applied by 29% of pupils; 14% used mutual control. 34% of oblast schools established a self-education system. 24% of teachers developed their own programs. For 53% of pupil self-education means liquidation of knowledge gaps; for 20% in-depth course studies and for 27% increase of general erudition level. 4. List of Recommendations Recommendation A. Dissemination of regional innovative monitoring model of student quality progress. Recommendation B. Establishment of a platform for implementation of innovative education quality monitoring model, which foresees enlightening work and training of pedagogues, pupils, parents and the public. Recommendation C. Establishment of a data bank of monitoring results. 5. Description of Recommendations Recommendation A. Dissemination of regional innovative monitoring model of student quality progress, which includes: basic monitoring of compliance of pupil educational level of grades 3(4), 6, 7, 9, 11 in mathematics, Ukrainian language and history of Ukraine with requirements of the State Standard of general secondary education, and problematic monitoring studies: 1) monitoring of pupil academic achievements level improvement on the basis of self-education; 2) monitoring of creative abilities and talent development; 3) monitoring of differentiation and individualization of studying through effective combination of invariant and variant components of Basic curriculum; 4) monitoring of health improving function of education; monitoring of development of key pupil competencies; scientific and methodological support.

83 Student Quality Progress Monitoring: Donetsk Regional Program Education Quality Monitoring 83 Our research proved the expediency of monitoring tracking of the level of pupil academic achievements in basic courses, as well as health improving function of education; influence of self-education of educational stakeholders on education quality; development of creative abilities, personal talents; the level of differentiation and individualization of education through effective combination of invariant and variant components of Basic curriculum. Of special importance in current conditions is tracking of the development level of key competencies in pupils. In Donetsk oblast we developed a Program of implementation of competence-oriented approach to teaching and educational process, which contains administrative algorithms, methodological support model, competence technologies, etc. Introduction of regional system of competenceoriented education foresees formation in pupils of key life competencies, increase of their adaptation capacity, mastering of life formation technologies, implementation of competence model of secondary school graduate. The latter means successoriented; capable of independent decision-making and responsible for his/her decisions; able to conscious professional self-determination; able to use knowledge as a tool for settling life problems; self-realization and self-development oriented personality. It also implies the development of pedagogues professional competence; improvement of management process concerning formation of key competencies at all levels; education quality growth in regions. Our experience in this field proves the effectiveness of monitoring implementation scheme: 1. Study of demand of education s clients (parents, children, teachers, schoolmasters). 2. Elaboration of concepts system. 3. Normative basis development. 4. Definition of criteria and indexes of education quality. 5. Development of research tool set. 6. Establishment of positive psychological background for monitoring. 7. Teacher training. 8. Holding research in basic schools. 9. Processing of results. 10. Adjustment. Emphasis on self-education. 11. Creation of psychological, methodological and administrative support for monitoring research. 12. Holding research in oblast schools at higher level. Monitoring tools were renewed several times. They include sociological, psychological and pedagogical methodologies. Basic diagnostics set consists of tests for pupils intellectual development level; research of pupil motivation to studying; four-level course sections; expert cards; creative assignments; a package of situational tasks to diagnose the level of formation of key competencies; methodologies for tracking health improving function of education; questionnaires for pupils, teachers, parents, administrators; result processing guidelines; data summarizing tables, etc. Scientific, methodological and administrative support is designed in the form of monitoring cases, which include: 1) methodological manuals, normative documents, collections of training and control assignments; 2) diskettes with tasks, forms, tables; 3) discs with diagnostics methods; 4) video records of master pedagogues classes with monitoring research elements; 5) audiotapes with success setting, relaxing music and exercises; 6) commentaries of methodologists from oblast institutes of postgraduate pedagogical education, psychologists and scholars. At current stage regional education quality monitoring foresees self-monitoring, result monitoring, administration quality monitoring. Implementing education quality monitoring system, administrative service at all levels (oblast, rayon, city, school) guides pedagogues and pupils towards cooperation, organization of personality oriented education, creativity and independence. All this is directed at achievement of one goal: formation and development of pupil personality under introduction of a system of children support

84 84 Education Quality Monitoring as a valuable teacher s partner; adherence to principles of targeted creation of emotionally enriched educational situations; systemic analysis of educational results by a pupil and a teacher (analysis, self-analysis, mutual analysis, etc.). Recommendation B. Establishment of a platform for implementation of innovative education quality monitoring model, which foresees enlightening work and training of pedagogues, pupils, parents and the public. Naturally, the problem of education quality monitoring requires appropriate training and preparedness of pedagogues to perform such an activity. Among difficulties, that may emerge in innovative monitoring model, are: 1. The lack of information. 2. Insufficient mastering of monitoring implementation methods in teaching and educational process. 3. The lack of time (routine work overload). 4. Low material basis. 5. Material disinterest. 6. Overcrowded classes. It is necessary to introduce a complex system of educational and propaganda activities in order to overcome stated barriers to our innovation. A system of work with monitoring subjects of Donetsk oblast institute of postgraduate pedagogical education include: 1. Diagnostics of readiness of pedagogues, administrators, pupils and parents to implement education quality monitoring. 2. Development of educational modules concerning related issues. 3. Targeted extension courses. 4. Work in creative groups. 5. Holding permanent seminars, trainings, workshops for all monitoring participants. 6. Institute personnel visits of schools, targeted systemic work on site. 7. Organization of consultation centers. 8. Distant learning. 9. Development and publishing of methodological manuals. 10. Easily duplicated methodological cases. 11. Master classes. 12. Generalization and propaganda of perspective monitoring experience. Recommendation C. Establishment of a data bank of monitoring procedures results. Monitoring research ensures incoming of permanent, varied, multi-level and multifunctional information flows, which require classification, storage, additional processing and permanent application. Thus it is expedient to establish data banks on different monitoring areas; to use automated result processing systems, drawing of graphs and diagrams. Difficulties that may emerge in such situation are as follows: 1) the lack of computer software for monitoring results processing; 2) the lack of funds for development or purchase of such software; 3) the lack of computers in some schools; 4) the lack of computer user skills in the majority of teachers and school administrators; 5) additional unpaid workload for teachers of information science;

85 Student Quality Progress Monitoring: Donetsk Regional Program Education Quality Monitoring 85 6) insufficient formation of informational competence of monitoring subjects. A program for automated processing of statistical data concerning evaluation of education quality at different administrative levels should include: 1. Introduction of data. 2. Processing. 3. Analysis. 4. Storage and accumulation. 5. Printing of results. Data introduction subprogram implies: 1. Further transmission of information introduction data via or recorded on floppy disc by a client to Data-Processing Center (DPC) for automated processing. 2. Statistical processing of automated introduction sociological data by DPC with subsequent provision of a client with processing results via or recorded on floppy disc or other electronic carriers. 3. Expert analysis of situation with recommendations on the basis of statistical research data processing. 4. Automate program for processing statistical data on modern methodology and analysis concerning social and pedagogical education quality monitoring at various administrative levels. Also useful is automated educational, control/evaluation and reference/information program for improvement of legal competence of experts and heads of educational authorities of different levels. A program should contain: tests, directed at defining knowledge of provisions of the Law of Ukraine on Education and ability to work with legislative documentation; Commentaries to the Laws of Ukraine, Civil Code of Ukraine, other legislative and normative legal acts. The program will also include five sections of control and educational testing assignments in different fields of activity: educational system administrators and experts, including inspectors; heads of general educational institutions and their deputies; teachers of secondary schools. The program foresees statistical calculation of correctly and incorrectly finished assignments in absolute values and percents; indication of wrongly done tasks; possibility to correct mistakes. Application of such software by administrators will improve the quality of administrative work. 6. Conclusion 21 st century places new demands before mankind, defines new trends, which influence all vital activities of a personality and society. Education development in the context of new needs and opportunities, modernization of all its components is of major importance. The problem of education quality, education quality and educational services tracking management is also pressing. In our oblast we developed a monitoring model, which sufficiently reflects real situation, influences it due to effective administrative decisions. Synergetic approach is the basis for this model. Fundamental for this approach is a theory of changes and a theory of self-organization. Education quality monitoring tracking in the region is viewed as scientific and practical research, as an instrument of administrative influence. Innovative model of pupil training quality monitoring, introduced in Donetsk region, can be used to improve national education, to train young generation for modern life. Broad discussion with all stakeholders is needed, considering regional features and financial capacities.

86 86 Education Quality Monitoring 7. References 1. Антипова В.М., Лаптева Г.С. Педагогический мониторинг как средство управления реформированием и развитием образовательного учреждения. Ростов-на-Дону: Фолио, с. (V.M. Antipova, G.S. Lapteva. Pedagogical Monitoring as Means to Manage Reformation and Development of Educational Institution Rostov-on-Don, p. 298). 2. Волобуєва Т.Б. Управлінський супровід моніторингу якості освіти. Харків: Основа, с. (T.B. Volobuyeva. Administrative Support of Education Quality Monitoring Kharkiv, Osnova, p. 94). 3. Концепція 12-річної середньої загальної школи // Директор школи С (Concept of 12-year General Secondary Education // Dyrektor shkoly, 2002 #1. P.11 15). 4. Майоров А.Н. Мониторинг в образовании. М: Наука, с. (A.N.Mayorov, Monitoring in Education, Мoscow, p. 276). 5. Матрос Д.Ш., Полев Д.М., Мельникова Н.Н. Управление качеством образования на основе новых информационных технологий и образовательного мониторинга. М.: Педагогическое общество России, с. (D.S.Matros, D.M.Polev, N.N.Melnikova, Education Quality Management of the Basis of New Informational Technologies and Educational Monitoring, Moscow, Russian Pedagogical Society, p. 128). 6. Моніторинг якості освіти. Донецьк: ГУОН Донецької облдержадміністрації, Донецький обліппо, с. (Education Quality Monitoring, Donetsk, Central Educational Authority at Donetsk oblast state administration, Donetsk Oblast In-Service Teacher Training Institute, p. 106). 7. Національна доктрина розвитку освіти України у ХХІ столітті // Освіта України С (National Doctrine of Education Development in Ukraine in 21 st Century // Osvita Ukrayiny #33. pp. 4 6). 8. Поташник М.М. Демократизация управления школой. М.: Просвещение, с. (M.M. Potashnyk. Democratization of School Management Moscow, Prosveshcheniye, p. 192). 9. Поташник М.М. и др. Управление качеством образования. М.: Педагогическое общество, с. (M.M. Potashnyk and others, Education Quality Management, Moscow, Russian Pedagogical Society, p.141). 10. Програма розвитку освіти Донецької області у роках. Донецьк, с. (Education Development Program in Donetsk Oblast Donetsk, p. 124). 11. Регіональна програма Удосконалення управління освітою в Донецької області. Донецьк, с. (Regional program Improvement of Education Management in Donetsk Oblast Donetsk, p. 36). 12. Стратегія реформування освіти в Україні. Рекомендації з освітньої політики. К: К.І.С с. (Reform Strategy for Education in Ukraine. Educational policy recommendations. Кyiv, 2003, p. 294). 13. Управление качеством образования: Практикоориентированная монография и методическое пособие / Под ред. М.М. Поташника. М.: Педагогическое общество России, с. (Education Quality Management: Practice-Oriented Monograph and Methodological Manual / under editorship of M.M. Potashknyk. Moscow, Russian Pedagogical Society, p. 448).

87 Student Quality Progress Monitoring: Donetsk Regional Program Education Quality Monitoring Формирование системы мониторинга // Стандарты и мониторинг в образовании С (Establishment of Monitoring System // Standards and Monitoring in Education pp.36 41). 15. Шишов С.Е., Кальней В.А. Мониторинг качества образования в школе. М.: Педагогическое общество России, с. (S.E. Shishov, V.A. Kalney, Education Quality Monitoring at School, Moscow, Russian Pedagogical Society, p. 320).

88 8. Annexes Regional Model of Education Quality Monitoring Annex 1 Basic Types of monitoring at regional level By problems Strategy of monitoring an object targeted, systemized with control modules Conformity of students educational level (3 rd -4 th, 9 th, 11 th grades) with the State standards of public secondary education Development of students creativity Improvement of students progress through self-study Effectiveness of integration of invariant and variant components of basic curriculum Health improving function of education Object for monitoring education quality Model of regional monitoring of education quality managerial Regional students counsel Main Board of Education and Science Oblast In-Service Teachers Training Institutes Monitoring group Subject for monitoring Creative teamwork by subject Students City, district boards, departments of education City, district methods services Educational institutions Teachers Planning Organizing Motivating Functions of management Monitoring of educational work Complex targeted program Information Results Resume and results of analysis System of generalized information Prognostic and corrective information Information on corrective actions Analytical and prognostic report Corrective program Graduators education quality Accumulation of source information

89 Olena PATRYKEEVA Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students: National Monitoring of Elementary School Students (2 nd And 3 rd Grades) Academic Achievements in Mathematics, Ukrainian Language and Reading ( ) 1. Executive Summary Considerable changes that occur in the system of elementary education of Ukraine are conditioned by social, economic and political transformation of Ukrainian society. Education quality problem, considering its topicality for future country s development, becomes especially important. Consequently it necessitates modernization of knowledge and priorities within elementary education system, its structure (transition towards 4-year elementary education within a new 12-year school structure) and content; introduction of advanced technologies. Content of modern elementary education develops towards shifting from obtaining theoretical knowledge in each course (as main goals of student learning) to formation of general educational skills and development of independent learning in a child. It is a response to demands of modern Ukrainian society concerning the need to provide a child with necessary abilities and skills to react upon demands of time, to interact harmonically with rapidly developing technological society. Having considerable positive changes in this area, the level of realization of practically oriented element of elementary education is still insufficient knowledge, skills and abilities of younger students are still lacking practical orientation. Recently held national monitoring study of elementary school student academic achievements was aimed at defining the level of practical orientation of knowledge, skills and abilities of elementary students in mathematics, Ukrainian language and reading and at determining positive and negative factors which influence this field of education. This research resulted in recommendations, directed at improvement of practically oriented element realization within elementary education content: Recommendation A. Integration into school textbooks of a number of components, directed at development of life competencies in students. Ensuring consistency and succession in elementary education curriculum. Recommendation B. Reorientation of teacher training and pedagogues qualification raising system towards transmission of realization of competence-oriented approach in elementary education curriculum. It should be stated that suggested options are quite realistic for implementation in future; they do not require considerable financial spending and do not need introduction of changes or additions to current legislative documents. 2. Introduction Ukraine s state educational policy is directed at guaranteeing and support of human right to quality education. Government documents Laws of Ukraine on Education, On General Secondary Education, and National Doctrine of Education Development in

90 90 Education Quality Monitoring Ukraine define the main areas of national education development. Above all, it is improvement of quality and support of personal development, child s creative skills and talents ( 25 ). Practical realization of national education development strategy was manifested in a transition to new structure and content of 12-year school education. In its turn it conditioned a necessity to formulate principally new definition of functions on all school education stages; to ensure their integrity and full compliance with current challenges. Elementary segment of education is fundamental for students to receive necessary knowledge and establish certain skills. Elementary education effectiveness and efficiency influences greatly the quality of secondary and higher schools, which should be liked by a principle of succession. They should also base upon final results of previous educational stage. That is why definition of key problems at higher school level and correction of deviations will produce improvements (including quality) at all school levels. Development of Ukrainian school during country s independence moves away from formation of educational content on the basis of encyclopedic knowledge. Encyclopedic approach which was traditionally dominant in national pedagogy, led to overloading of school courses with factual material. It also indicated the lack of formation of practical skills, which determine graduate s readiness to face real life. During the elementary school stage they failed to establish life skills basis for lifelong education, use of modern technologies, abilities to live in modern society. Current modernization of elementary education is directed at its reorganization considering transformational processes of European and global level. The State standards for 4-year elementary school, adopted in November 2000, give grounds for selection and structuring of educational courses at this stage. This document orients elementary education at comprehensive development of elementary students and their mastering of all components of learning process through formation of full-scale speech, reading and calculating skills and abilities; will and capacity to learn ( 26 ). In contrast to previous approach to elementary education, the new State Standard emphasizes importance of practical orientation of knowledge, skills and abilities of elementary school students; it also necessitates student mastering of necessary competencies. Along with functional training during elementary education children have to acquire a sufficient personal experience in communication culture and cooperation in various fields of activities, self-expression in different creative assignments. (Ibid) An integral part of the State Standard of general elementary education is a basic curriculum of elementary education, which provides comprehensive concept of its structure. Each educational field (mathematics, language and literature, etc.) is built according to content lines, which reach through all levels of general secondary education. In the description of educational field Languages and Literature it is stated that the main content line is a communicative one, which implies formation and development of listening, speaking, reading and writing skills (Ibid). In other words it means an ability to use language as a communication, cognition, and influence tool. Activity line is rather specific: ability to analyze, compare, select essential and to generalize language facts. (Ibid) 25 Education in Ukraine. Normative and legal documents. 2 nd National Congress of Educational Workers. Kyiv, Millennium, p State Standard of general elementary education // Education of Ukraine, No. 50, 2000.

91 Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students 91 The Basic Curriculum for Ukrainian language emphasizes the importance to ensure practical skills and abilities. But the idea of competencies formation is rather transparent. Educational field Mathematics is represented as directed towards the development of younger students through mastering of mathematical concepts and formation of special skills and abilities, necessary for everyday life, which are sufficient for learning mathematics in older grades. ( 27 ) So, the State Standard declares practical orientation of elementary education, directing pedagogues at the development of student skills to use acquired knowledge in vitally important situations. The goal of education should be a development of student will and ability to learn, to use informational and communicational technologies, to apply critical thinking, to make decisions, etc. In other words, practical application of learned skills should become a new conceptual guideline for schools. A student should be taught to use knowledge and skills from elementary educational level. Within this context monitoring is the main tool for collecting information concerning implementation of the State Standard (e.g. sufficient formation of practical skills, influence of textbooks, educational and methodological provision, impact of teachers professional level on younger student academic achievements). Objective information will allow timely adjustment actions and correction of educational policy. 3. Analysis of the Problem of Insufficient Realization of Practically Oriented Element In Elementary Education Content Study of academic achievements of students of 2 nd and 3 rd grades in Ukrainian language, reading, mathematics was conducted in Ukrainian schools by experts of Department of sociological research and monitoring of general secondary education quality at Scientific and Methodological Center of Secondary Education (the Ministry of Education and Science of Ukraine) during To ensure greater objectiveness, a study was conducted in both large cities schools and in rural schools. The monitoring process involved teachers of all qualification categories (form a specialist to a teacher of the highest category) without professional record limitations. Each examination was conducted using the same set of tools (testing assignments), which allowed comparative analysis of results. Research revealed insufficient level of realization of practically oriented element of elementary education content. It was determined that knowledge capacity, demonstrated by elementary school students during testing generally complies with the State Standard requirements. However, far from all students know how to practically apply such skills in life situations. 3.1 Monitoring Results on the Level of Student Academic Achievements in Mathematics (2 nd and 3 rd grades) A success of school education greatly depends on the level of mathematical training, which is formed during elementary school course. Mathematics is one of fundamental and the most important elements of educational process. This field is responsible for child s intellectual development, formation of his/her logical thinking, spatial views and ability to model. 27 Curriculum for general secondary school. Kyiv. Pochatkova shkola, 2003

92 92 Education Quality Monitoring Learning of mathematics in elementary school ensures students mastering of a system of mathematical knowledge, skills and abilities, necessary for their everyday lives and sufficient to learn other courses and vital for future succession of education in school. In learning mathematics students develop not only functional, but also motivational and personal competencies Analysis of Monitoring Results on the Level of Student Academic Achievements in Mathematics (2 nd grade of general educational institutions) 1261 students of general educational institutions from Autonomous Republic of Crimea, Zakarpatya, Mykolayiv, Ternopil, Chernihiv oblasts and the city of Kyiv participated in this research. Testing was held to determine the level of student academic achievements and to define possible impact of manuals on the level of educational achievements. Analysis of results of this study made it possible to compare impact of different textbooks on the level of development of student mathematical abilities. Elementary school teachers suggested alternative manuals on mathematics ( Mathematics, 2 nd Grade, by M.V. Bohdanovych, and Mathematics, 2 nd Grade, L.P. Kochyna and N.P. Lystopad). During the study of the level of student knowledge we used specially designed open tests (See Annex 1). Testing assignments are oriented at defining the level of quality of student competence in mathematics, as well as their ability to use acquired knowledge in practical situations and future studies. The study showed that 84% of second year students successfully mastered fundamental mathematical knowledge according to current curriculum. In other words they accomplished correctly more than a half of all testing tasks. Among them only one half (52%) operate their knowledge qualitatively since they accomplished 75% of the test. The testing showed that pedagogues and authors of textbooks need to pay a special attention at insufficient development of calculating skills among students, which can lead to problems in learning mathematics and other courses in future. Participating teachers believe that the main reason for low results is insufficient number of such exercises in school manuals. The theme Addition and subtraction of numbers within 100 requires adjustment, because each third student (33% out of the total number of participating children) makes mistakes in simple arithmetic calculations. Modern educational tendencies require student mastering of life skills and competencies. Unfortunately, second year students showed low development level of such skills. Only 56% of students know how to apply acquired life skills in vitally important situations. It is interesting that such index ranges from 22% to 83% in different regions. Teachers-respondents note interesting presentation of geometry materials in textbooks, its systematic nature and compliance with age abilities of students. This is proved by a high percent of correct answers for geometry exercises. A study had shown that geometry skills are well-developed among 82% of students. However, only 79% of students were able to apply geometry knowledge practically. Results of student mastering of individual mathematics themes are characterized in Table 1.

93 Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students 93 Table 1. Results of Student Skills and Abilities Development Theme Percent of students, who resolved assignments correctly and learn using such textbooks Mathematics by L.P. Kochyna, N.P. Lystopad Mathematics by M.V. Bohdanovych Arithmetic calculations (Addition and subtraction of 70 68,5 numbers within 100) Doing sums 75 75,5 Comparison of numbers Elements of algebra Elements of geometry 82 81,5 Tasks with logical load Analysis of Monitoring Results on the Level of Student Academic Achievements in Mathematics (3 rd grade of general educational institutions) 1496 students from Ukrainian general educational institutions participated in this research. In our study we used specially designed open tests. Each test consisted of knowledge, covering the main mathematics themes of the 3 rd grade. It was directed at inspection of academic achievements level and practical skills condition among the third year students, as determined by current curriculum. Monitoring research also anticipated the definition of impact level of new textbooks on student academic achievements. Analysis of testing results allowed to make a conclusion about the level of mathematics training of testing participants. It was found that 80% of students coped with a half of all testing assignments, while 50% resolved 75% of testing tasks successfully. Only one student failed to accomplish at least one assignment. Summarized results of student academic achievements are provided in Table 2. Table 2. Summarized Results of Student Academic Achievements Number of correctly answered/resolved testing tasks Percent of students, who resolved assignments correctly and learn using such textbooks Mathematics by L.P. Kochyna, N.P. Lystopad Mathematics by M.V. Bohdanovych , ,3 Low results were recorded in exercises concerning measurement of segments and definition of length of a broken line. Only 62% of students were able to apply practical skills successfully. It is obvious that the third year students have weak skills in using rulers to measure segments; they also lack knowledge concerning correlation of long measures. It should be noted that results are uniformly low in all regions of Ukraine.

94 94 Education Quality Monitoring Considering the fact that mathematical education assignments have a special focus, it is alarming to observe low level of student skills in accomplishing such tasks. One third of all students failed to fulfill complex exercises. Participating educators believe that one of the reasons for such low results is the lack of multilevel assignments in new mathematics manuals. Summarized results of student mastering of educational material according to content lines, defined by the State Standard of general elementary education are provided in Table 3. Table 3. Summarized Results of Student Mastering of Educational Materials According to Content Lines Percent of students, who resolved assignments correctly and learn using such textbooks Content lines Mathematics by L.P. Kochyna, N.P. Lystopad Mathematics by M.V. Bohdanovych Arithmetic calculations Elements of algebra Elements of geometry Doing sums Tasks with logical load Values and units Analysis of testing results among the third year students proves that mathematics teachers and authors of manuals need to pay special attention at such issues: 1. Formation of calculation skills. Insufficient level of their development may lead to problems in learning mathematics and other courses in future. 2. Formation of practical skills of geometry values measurements and calculation of their values. 3. Students ability to do sums, especially exercises with logical loading. 4. Considering the fact that modern educational trends require life skills competencies from students, it is necessary to focus on formation of such skills in children. Using monitoring results concerning eh level of student mathematical achievements (2 nd and 3 rd grades) and considering the fact that the second year students in 2003 moved to the third grade in 2004, we received an opportunity to study (Diagram 1) dynamics of changes in formation of certain skills, ensuring succession and consistency of content and methodological lines during these stages of education.

95 Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students 95 Diagram 1. Results of Mathematics Skills and Abilities Development in Students of 2 nd and 3 rd grades. Number of students (%), who fulfilled tasks correctly Результати second grade по results другому класу Результати third grade по results третьому класу 1 Arithmetic calculations 2. Elements of algebra 3. Elements of geometry 4. Doing sums 5. Tasks with logical load Content line Numbers and actions with numbers passes through the entire elementary mathematics course; it is fundamental for other course s content line. The State Standard and curriculum state the objective mastering of content and modes of performing arithmetic calculation; development of strong calculation skills. Diagram 1 demonstrates positive dynamics in formation of such skills. Sums in mathematical education occupy a special place. They act as didactic tool for student education, learning and development (3). Ability to do sums is closely connected with development of skills to apply knowledge about arithmetic calculations and dependency between values, formation of ideas about verification of sums. The fact that 3 rd year students are weaker then the second year students in doing sums (see Diagram 1) proves that formation of practical skills in students is not a priority in teaching mathematics in elementary school. It is also proved by the lack of changes in abilities to use acquired knowledge in life situations (see Diagram 1. Tasks with logical load). The State Standard on elementary education (and mathematics section above all) confirms that knowledge of elementary mathematics course has practical orientation and is used in everyday life. Thus, on the basis of monitoring results we may state that student ability to practically apply acquired knowledge and student mastering of life competencies is still not a new guideline of school education. 3.2 Monitoring Results on the Level of Academic Achievements of Students in Ukrainian Language (2 nd and 3 rd grades) It is elementary school that provides students with first practical ideas about the meaning of language for each nation and language s role in each person s life. So it is important for students to realize and learn the most important rules and norms of communication in oral and written during this stage of education.

96 96 Education Quality Monitoring Analysis of Monitoring Results on the Level of Student Academic Achievements in Ukrainian Language (2 nd grade of general educational institutions) To study academic achievements of 2 nd and 3 rd year students in Ukrainian language (writing), we conducted a monitoring research using testing assignments. 318 students of 2 nd grades from three oblasts of Ukraine participated in this research. A research test consisted of 20 tasks, covering volumes of material, foreseen by language and speech studying curriculum for 2 nd grades of general educational establishments. Assignments were aimed to determine the level of practical kills and abilities of second year students on the basis of application of acquired theoretical knowledge. A study revealed that 10% of participating second year students successfully fulfilled all tasks, while 85% fulfilled correctly more than a half of all assignments. There were no students that would fail to accomplish at least one task (See Annex 2). Table 5. Results of Development of Skills and Abilities, Defined by Curriculum Curriculum sections Number of students, who fulfilled tasks correctly (%) Language and speech 70 Text 81 Sentence 82 Meaning of a word 83 Sounds and letters 84 Comparative analysis of results allows formulation of conclusions about the level of development of student skills and abilities: 1. The largest difficulties were faced by the second year students in fulfilling Language and Speech section assignments. On average 70% of monitoring participating students mastered skills and abilities, foreseen by the program. A Word section is one of two largest sections in a Ukrainian language course. Assignments concerning themes of this section focused on checking student skills to identify and to compare parts of speech: nouns, adjectives, verbs, auxiliary words. It should be stated that the majority of students (70%) applied practical skills correctly. However, the fact that each third school student cannot use such skills indicates the necessity to place greater emphasis at formation of practical use of obtained knowledge. Research results may be useful for teachers in their future work on themes of this section. They should pay more attention at broadening student knowledge about language and speech at the third grade, since formation and development of skills in all types of speech activities is the main goal of elementary education. 2. The highest percent (84%) of correct assignment fulfillment is recorded concerning the section Sounds and letters the largest section in terms of volume and number of school hours. The structure of the textbook Ukrainian Language by M.A. Biletska and M.S. Vashulenko places educational topics from general to simple. Probably this is the reason why the majority of pedagogues, who apply this manual in their work with students, believes that students are provided with clear and understandable definition of the main program notions; student receive sufficient theoretical information to perform tasks; formation of general educational skills and abilities is ensured.

97 Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students Analysis of Monitoring Results on the Level of Student Academic Achievements in Ukrainian Language (3 rd grade of general educational institutions). Monitoring research of the level of academic achievements in Ukrainian language involved 839 students of general educational institutions of Ukraine. In order to define the level of academic achievements special testing tasks of the closed type were developed. They were structured to cover the main themes of the Ukrainian language course for the third grade. The test consisted of assignments which were directed at definition of theoretic knowledge, practical skills and abilities level among the third grade students. Table 6 provides results of development of student knowledge, skills and abilities, defined by current curriculum. Table 6. Results of Development of Skills and Abilities, Defined by Curriculum Curriculum sections Number of students, who fulfilled tasks correctly (%) Language and speech 89 Text 85 Sentence 86 Word. Meaning of a word 83 Word composition 76 Parts of speech 82 Comparative analysis of monitoring research results allows to make general conclusions on the level of knowledge, skills and abilities development in Ukrainian language course for the third grade students, who use a textbook Mother Jongue by M.S. Vashulenko, O.I. Melnychaiko: 1. The largest difficulties were faced by the third year students in fulfilling tasks of the Word Composition section. On average 76% of participating students mastered knowledge and skills, foreseen by the program. This fact should be closely considered by authors and teachers, since this is one of Ukrainian language course sections, which helps students to learn the most important rules of competent and correct writing. 2. The highest percent (89%) of correct tasks fulfillment concerns Language and Speech section. This may be explained by several factors: First, the manual offers a substantial number of tasks, directed at student comprehension of peculiar features of oral and written speech, as well as active learning of the most important communication rules and norms in both oral and written forms. Thus students have practical idea about the meaning of language for each nation and its role in each person s life. Second, the work over formation and development of skills in all types of speech activities is continued during learning of other program s sections ,5% of the third year students, who participated in monitoring research, completed successfully all tasks; 92% gave correct answers on more than one half of testing assignments. Using monitoring research results concerning academic achievements of the 2 nd and 3 rd year students in Ukrainian language course, we can examine (Diagram 2) a dynamics of

98 98 Education Quality Monitoring changes in formation of certain types of activities, ensuring succession and consistency of content and methodological lines during these stages of education. Diagram 2. Results of Ukrainian Language Skills and Abilities Development in Elementary School Students. 90 Number of students (%), who fulfilled tasks correctly Результати second grade по results другому класу Результати third grade results по третьому класу 1. Language and speech 2. Text 3. Sentence 4. Word. A meaning of word It should be stated that Ukrainian language course is the only course with positive dynamics of changes in formation of practical skills in all basic program sections and in accordance with the State Standard requirements. 3.3 Monitoring Results Concerning the Level of Academic Achievements of Students in Reading (2 nd and 3 rd grades) During the learning of the reading course a speech, literature, intellectual, development of students is carried out; child s personality is educated. (3) During the reading process a child develops attitudes towards surrounding reality, develops creative imagination, satisfies cognitive interests. Skills and abilities, formed during reading lessons is an important element for learning practically all other educational subjects. Insufficient formation of reading skills during the first stage of elementary school leads to problems in studying other courses and further education Analysis of Monitoring Results on the Level of Student Academic Achievements in Reading (2 nd grade of general educational institutions). The research goal was to study academic achievements of students in different types of reading activity, determined by current curriculum for the second grade.

99 Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students 99 Quality monitoring of formation of reading abilities among the second year students was conducted in three regions. Testing process involved 427 students from 20 secondary schools. To determine the level of practical skills and formation of reading abilities among the second grade students, testing assignments were offered (See Annex 3). During the analysis of received data it was found that only one half of the second year students have developed strong reading skills. Received results are presented in Table 7. As it is seen in the table, the most complicated for the second year students were tasks connected with definition of characters (heroes) and literature work and its author (with the exception of works of Taras Shevchenko. Younger students are well familiar with his works 91% of correct answers). 17% of students fulfilled correctly all testing assignments. The absolute majority (94%) of the second grade students finished more than a half of all tasks. 74% of students completed 75% of the test. Received information proves that each fourth student did not master basic reading skills. Table 9. Results of Reading Knowledge, Skills and Abilities Development in the Second Grade Students of General Educational Institutions Tested knowledge, skills and abilities Number of students, who fulfilled tasks correctly (%) Ability to define events order in literature work 96 Knowledge of characters of recently studied works 63 Ability to distinguish fairy tale, poem, story 93 Ability to distinguish author s words and heroes (dialogue) 94 Ability to find in text bright, vivid words and to explain them Knowledge of authors names, whose books they studies during school Knowledge of proverbs Analysis of Monitoring Results on the Level of Student Academic Achievements in Reading (3 rd grade of general educational institutions). 746 third year secondary school students participated in monitoring research of academic achievements level. Such students study using a textbook Reading Book by O.Y. Savchenko. The goal of the study was to determine the level of academic achievements and formation of practical skills among the third year students concerning various types of reading activities, determined by current curriculum. In order to conduct monitoring research a special test was developed to check certain knowledge, practical skills and abilities, that should be mastered by the third year students by the end of academic year. Student academic achievements formation results are presented in Table

100 100 Education Quality Monitoring Table 8. Results of Reading Knowledge, Skills and Abilities Formation in the Third Grade Students of General Educational Institutions Tested knowledge, skills and abilities Knowledge of names of learned literature fairy tales, their authors and characters Number of students, who fulfilled tasks correctly (%) Ability to distinguish folk and literature fairy tale 81 Ability to distinguish works according to separate genre features Knowledge of names and classical authors and names of their works Ability to distinguish small folklore genres 76 Ability to correlate the main idea with the title 81 Ability to analyze texts in order to find described 44 characters The third grade curriculum introduces new skills and ways to treat texts. In particular, an ability is formed to analyze text to find described characters and to correlate the main idea with the work s title. 81% of the third year students demonstrated ability to correlate the main idea of the text with its title. Students showed the ability to work with literary work, in particular, to write out words, that describe internal condition of a character. Correct and full answer was given by 33% of students; 56% provided correct but incomplete answer; 11% of students answered incorrectly. Discussing the overall work, it is necessary to state that 38% of all the third year students fulfilled all testing tasks; there was not a single student that would fail to complete at least one assignment. Using monitoring research results concerning academic achievements of the 2 nd and 3 rd year students in reading course, we can examine (Diagram 3) a dynamics of changes in formation of certain types of activities, ensuring succession and consistency of content and methodological lines during these stages of education

101 Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students 101 Diagram 3. Results of Reading Skills and Abilities Development in Elementary School Students. Number of students (%), who fulfilled tasks correctly Результати second grade по results другому класу Результати third grade по results третьому класу 1. Small folklore genres 2. Content of literary works 3. Language of a literary work 4. Genre characteristics of literary works 5. Relation Author His/Her Work 3.4. General Conclusions So, the goal of monitoring of elementary school students academic achievements (2 nd and 3 rd grades) in mathematics, Ukrainian language and reading was to support adjustment of educational process; renovation of content of elementary education, teaching methods; development and improvement of educational literature. Monitoring research results emphasize: 1. Necessity to track and analyze current elementary school problems. This should become the first step towards formation of comprehensive and integral system of monitoring of elementary and secondary education, which should form informational basis in the structure of education system management. 2. Urgency of the problem of providing monitoring research with professional performers. In other words it is necessary to organize research coordinator trainings and to conduct training seminars on methodology and technology of monitoring at all levels (regional, rayon, school, etc.). 3. Rationality of research not only at the end of academic year, but during the first school month (preliminary monitoring), that would allow adjustment of actions. 4. Necessity in Ukraine s participation in international research to receive comparative data.

102 List of Recommendations Education Quality Monitoring Basing on the analysis of monitoring research results concerning the level of practical orientation of student academic achievements in the context of modernization processes in elementary education, we consider it expedient to offer the following recommendations to increase realization of practically oriented element of elementary education content: Recommendation A. Integration into school textbooks of a number of components, directed at development of life competencies in students. Ensuring consistency and succession in elementary education curriculum. Recommendation B. Reorientation of teacher training and pedagogues qualification raising system towards transmission of realization of competence-oriented approach in elementary education curriculum. 5. Description of Recommendations Recommendation A. Integration into school textbooks of a number of components, directed at development of life competencies in students. Ensuring consistency and succession in elementary education content. Textbooks play an important role in teaching and educational process. They project basic knowledge and form necessary skills. As a result of monitoring results concerning the quality of elementary school textbooks it became known that current school manuals are rather overloaded with material; they are oriented at informational and reproduction function, which require from a student learning of facts, rules, examples. Since the knowledge and experience of younger students are small, such situation with textbook content leads to condition when children fulfill typical tasks with greater desire (cheating, using templates or samples). Problem assignments cause fatigue. That is why there emerges a problem of targeted influence on students interests to develop their cognitive activities and strive for self-education. Modern elementary school textbook has to prepare children (gradually but persistently) to learning some knowledge as well as to teach a student: To state questions and to understand the goal (why am I doing it; what is the best way to complete a task), To forecast (what should I get, what can I get), To evaluate one s own work, to understand its quality (self-assessment, selfanalysis). Irreplaceable component of each textbook is a system of assignments, directed at: Formation of stable skills concerning certain activities; Mastering of mental operations (analysis, comparison, generalization); Transfer of knowledge and ways of action on new situation (formation of life competencies); Development of creative abilities of talented children. Since a textbook is one of the ways for realization of school education content, the content is a primary thing. That is why of special importance is the problem of content integrity, provision of succession and consistency of content lines at different education levels. Elementary school education content has to comply and coordinate with infant school learning content; it should be also considered in its further development in secondary and higher schools. In order to avoid fragmentariness of educational space,

103 Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students 103 violations of consistency and succession of education, it is necessary to develop school courses concept for the whole term of education. This recommendation concerning supplementation of textbooks content with assignments, oriented at practical application of knowledge, receiving new life competencies, revision of certain manual s functions is designed for quick realization and does not require additional financial costs. Recommendation B. Reorientation of teacher training and qualification improvement system towards transmission of realization of competence-oriented approach in elementary education curriculum. In implementation of this proposal it is necessary to keep in mind that realistic positive changes in education are impossible without highly qualified pedagogical personnel. New challenges and demands state new objectives for pedagogues. That is why teacher training and qualification improvement system plays a special role in making teachers and students familiar with methods of implementation of competenceoriented approach towards education. It is expedient to: 1. Include into pedagogical and postgraduate education curriculum a methodology pf realization of practically-oriented element of elementary education content, new student activity evaluation technologies; 2. Coordinate teacher activities and ensure succession in elementary, secondary and higher school pedagogues work; 3. Develop training and lecture courses on this issue. To do so it is necessary to collect and summarize experience of experimental projects on competencies implementation; to learn about new programs, pedagogical approaches and innovative tendencies in this field; 4. Introduce competence-oriented education for pedagogues themselves in their studies and during extension courses. This will allow pedagogues to learn personally all advantages and disadvantages of such technologies. Implementation of such recommendation could promote positive results in realization of practically-oriented element of both elementary and general secondary education content. 6. Conclusion Recommendations, introduced in this research, were developed in the process of work of the Department of sociological research and monitoring of general secondary education quality at Scientific and Methodological Center of Secondary Education (the Ministry of Education and Science of Ukraine) over the problem of improvement of realization of practically-oriented element of elementary education content. Suggested recommendations, based on Ukrainian monitoring results and comparative analysis of positive international experience, are realistic for implementation in the nearest future. They do not require large financial expenditures and changes/supplements to current legislation.

104 104 Education Quality Monitoring 7. References 1. Освіта України. Нормативно-правові документи. До ІІ Всеукраїнського з'їзду працівників освіти. К.: Міленіум, с. (Education of Ukraine. Normative and legal documents. 2nd National Education Workers Congress. Kyiv. Millennium, p. 472). 2. Державний стандарт початкової загальної освіти //Освіта України, 50, 13 грудня 2000 р. (The State Standard of general elementary education. //Osvita Ukrayiny, #. 50, December 13, 2000). 3. Програми для середньої загальноосвітньої школи. 1-2 класи. Київ: Початкова школа с. (Programs for general secondary school. 1 2 grades. //Pochatkova shkola, Kyiv, p.). 4. Програми для середньої загальноосвітньої школи. 3-4 класи. Київ: Початкова школа с. (Programs for general secondary school. 3 4 grades //Pochatkova shkola, Kyiv, p.). Егорова П., Калинина Н. Мониторинг учебных возможностей младших школьников // Народное образование С (P. Yegorova, N. Kalinina. Monitoring of Educational Capacities of Elementary School Students // Narodnoye obrazovaniye, 2000, No. 9). 5. Ковалева Т.С. Исследование TIMSS в России // Школьные технологии , С (T.S. Kovaleva. Study of TIMSS in Russia. // Shkolniye tekhnologii, 1999, No. 4). 6. Технологічні проблеми моніторингу, знання про які необхідні для правильного трактування результатів моніторингу/ problems.html. (Monitoring technical problems, knowing which allows correct interpretation of monitoring results/ problems.html). 8. Attachments Attachment 1 Testing Assignments on Mathematics for the 2-nd Grade students Variant I Task 1. Finish the exercise: 52+7= ; 36+25= ; 47-15= ; 81-24=. Task 2. Finish the exercise: 26+(45-30)= ; 64-(48-11)=. Task 3. Resolve the problem: The album was bought for 85 kopecks, and the notebook was 37 kopecks cheaper. How much does the notebook cost? Solution: Answer: Task 4. Find unknown item: а+27=40

105 Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students 105 Task 5. Resolve the problem: There were 45 passengers in the bus. At the first stop 8 passengers left the bus. Other 11 passengers left the bus at the second stop. How many people remained in the bus? Solution: Answer: Task 6. Cross out numbers larger than 21: 3; 47; 15; 78; 20; 22. Task 7. Cross out numbers with three tens: 37; 24; 73; 35. Task 8. Do sums with subtrahend 34 : 34+18=; 34-4=; 79-34=; 34-30=. Task 9. Using the ruler, measure side length of the rectangle and find its perimeter. Task 10. Underline exercises, which results will be two-digit numbers (it is not necessary to finish exercises): 57-7; 39+13; 47+30; 57-50; 15-9; Task 11. Think on this problem. Write down possible variants of answer. A mistress had 69 hryvnas. A bag costs 42 hryvnas, a towel 27 hryvnas and a table-cloth 35 hryvnas. What things can a mistress buy? Testing Assignments on Reading for the 3-rd Grade Students 1. Link the name of a fairy-tale and author s mane: Attachment 2 а) Cat in the Boots b) Hunchback Horse c) Pinocchio а) Carlo Colodi b) Petro Yershov c) Astrid Lindgren d) Charles Perrault 2. Hero of this book believed that he was the best flyer, machine operator in the world? Write down: а) name of this character ; b) name of fairy-tale ; c) author of fairy-tale. 3. Is a fairy-tale An Enchanted Beauty by Charles Perrault a folk or a literary tale? Write down an answer. It is fairy-tale. 4. Determine a genre of these works: а) Broken Wing by Yevhen Hutsalo is b) Lost Property Office by Anatoliy Kostetskyi is

106 106 Education Quality Monitoring c) Siskin and Pigeon by Leonid Glibov is d) Grandma s Adventure by Oleksandr Oles is 5. Write down the author of poem with such lines: Summer, where have you disappeared? Where have you gone? Autumn, here it is, autumn! Autumn, here it is. It is 6. Define a genre: а). One who changes has nothing. It is b). Cunning magpie is a trouble to catch. Forty magpies forty troubles. It is c). Black cloth goes through the window. It is d). Moon in the skies, stars calmly shine, boat on the sea peacefully floats It is 7. Explain, why Yevhen Hutsalo s story Broken Wing has this title. 8. Look at page 76 of Yevhen Hutsalo s story Broken Wing. Write out words, with which the author describes a condition of Dennis. Attachment 3 Testing Assignments on Ukrainian Language for the 3-rd Grade Students 1. How oral speech should be? А. Neat, clear, calligraphic. B. Correct, expressive, understandable. C. With correctly placed punctuation marks. 2. A culture of written speech is: А. Writing using addressing. B. Neat, calligraphic, literate writing. C. Writing with correct intonation. 3. Dictionaries are intended for А. Writing down words. B. Checking the meaning of a word; how it is spelled and pronounced. C. Learning ABC. 4. What title suits this text? September, the first fall month sneaked insensibly. Skies at this time are blue and clear. Days become warm and clean. Many birds headed South. A. Skies. B. Clear days. C. September.

107 Practical Orientation of Knowledge, Abilities and Skills of Elementary School Students What part of the text is missing? A swallow returned from warm countries. It started to build a little nest. In autumn a bird left its home again. А. Introduction. B. The main part. C. Ending. 6. Define the theme of this text. In the Pacific Ocean, near Kurile Islands, we first met a whale. This is the largest animal in the world. It lives in the water but it breathes air and feeds its children with milk. Its weigh reaches several thousand poods. А. The text tells about different fishes. B. The text tells about the ocean. C. The text tells about whales and their living. 7. What is the statement goal of this sentence? Always respect history and culture of your people. А. Interrogative sentence. B. Imperative sentence. C. Declarative sentence. 8. What sentence complies with such scheme: where? what?. А. Silent breeze rustles with leaves. B. The sun is setting behind the horizon. C. White snowdrops blossomed in woods. 9. In what sentence principal members are determined incorrectly? А. Rowan tree blossomed under the window. B. Beautiful tree makes passers happy. C. Rowan tree flowers sparkle under the sun. 10. What sentence contains appeal? А. Our school is buried in verdure. B. Every day I go along my familiar street. C. Dear school, I will never forget you. 11. In what word combination a question to dependent word is stated incorrectly? А. To look (how?) friendly. B. With flowers (what?) motley. C. Read (where to?) in a dictionary. 12. In what word combination a word warm is used figuratively? А. Warm clothes. B. Warm climate. C. Warm look.

108 What words are synonyms to a word grief? А. Happiness, laughter. B. Sorrow, sadness. C. Courage, bravery. 14. What word has several meanings? А. Red. B. Girl. C. Ear. 15. In what word inflection is marked correctly? А. Rain bow Education Quality Monitoring B. Rainb ow C. Rainbo w 16. What work corresponds to this scheme:? А. Cloudless. B. Cloud. C. Small cloud. 17. What word is misspelled? А. Homeless. B. Luksurious. C. Painted. 18. What words are single-rooted? А. Night, nightly, at night. B. Night, overnight. C. Night, knight, nitpicker. 19. What words are nouns? А. Brave, royal, sad. B. Laughter, kingdom, sadness. C. Laugh, reign, be sad. 20. Define adjective. Every spring fields are covered with many-colored flowers. А. Fields. B. Flowers. C. Many-colored. 21. What verb is used in future tense? А. Is smiling. B. Will become rich. C. Agreed.

109 Natalya Pastushenko Roman Pastushenko Student Achievements in Humanitarian Disciplines (Ukrainian Language and History): Monitoring of Lviv Oblast Schools by Means of Thematic Level-based Diagnostics Technology ( ) 1. Executive Summary Democratic transformations and establishment of market economy in Ukraine require from a high-school graduate new quality characteristics: initiative, independence, responsibility, developed creative and critical thinking, communications competence. Grounds and development of individual abilities to a greater extent can be provided by humanitarian disciplines. However, modern practice proves the existence of the problem of insufficient orientation of teaching humanitarian disciplines, in particular, Ukrainian language and history, on development of communications and activity elements of student competencies. It was also proved by student erudition monitoring in humanitarian disciplines, conducted in in Lviv region. This study describes author technology of thematic level-based diagnostics of student erudition in humanitarian disciplines A Success Diagnostics ; analyses monitoring results; explains causes of obtained outcomes. This research suggests the following recommendations to settle the issue: Recommendation A. Reorientation of teaching humanitarian disciplines from reproductive (factual, traditional) to productive, emphasizing problematic studies and intensive use of group work. Recommendation B. Dissemination of Lviv oblast humanitarian teachers experience in using thematic level-based diagnostics technology A Success Diagnostics to test student erudition in humanitarian disciplines. Recommendation C. Training of humanitarian disciplines teachers on the basis of institutes of in-service teacher training for thematic evaluation of student academic achievements and for monitoring research using A Success Diagnostics technology. 2. Introduction Unfortunately, modern Ukrainian school continues to apply Soviet traditions of humanitarian education, for which a complete erudition 28 of students is not typical. Despite 28 Erudition here means the result of learning-training, its compliance with a certain level of mastering educational material. Talking about erudition special emphasis is placed on quantitative and qualitative characteristics of information as educational product. In the national pedagogical science the problem of erudition level (also called the level of knowledge, the level of knowledge complexity, the level of mastering educational material ) was studied from 1970s. Developers defined several levels of such type from 3 to 7. We believe that in evaluation of student erudition concerning humanitarian disciplines, it is expedient to apply 4 levels of erudition:

110 110 Education Quality Monitoring declaring a developing learning process and active search of activation of educational activities by Soviet didacticians, curricula, textbooks and teaching of languages, literature, history and other humanitarians generally provided a reproduction of educational material. High prevalence of reproductive model was based on traditionally dominant encyclopedic model of education content and use of humanitarian disciplines to confirm in young generations conscience the value of Soviet system and communist ideology. Ukraine s declaration of independence and its choice of Western type of democracy and economy allowed development of informational society. Keeping pace with the rest of the world, Ukraine also declared its orientation on sustainable human development a particular attention is paid at individual, ready to live in new global community. According to the National Doctrine of Education Development in Ukraine, adopted during the 2 nd National Education Workers Congress (2001), the goal of the state policy of education development is establishment of conditions for personal development and creative selfrealization of each citizen of Ukraine; education of a generation, capable of working and learning effectively over life; protection and augmenting values of national culture and civil society; development and strengthening of sovereign, independent, democratic, social and legal state as an integral part of European and global community 29. An important role of humanitarian education in this process is declared in the Concept of General Secondary Education (12-year school) (2001), adopted by the Ministry of Education and Science of Ukraine, and Standard for Basic and Complete Secondary Education (2004), approved by the Cabinet of Ministers of Ukraine. In particular, the Concept determines humanization and humanitarization as one of priorities of education renovation for 12-year school; it also points that natural studies require strengthening and intensification of humanitarian orientation 30. Authors of the Concept 1) The level of knowledge. Is characterized by keeping in memory a set of conventional units of educational information (dates, names, terms, expressions, etc). 2) The level of comprehension knowledge of links between units (ideas, definitions, explanations). 3) The level of standard skills and abilities operations with information in resolving typical assignments to transform educational material according to certain algorithms (comparisons, classifications, generalizations, analysis, synthesis, etc.). 4) The level of creative and critical thinking operations with information in resolving problematic and heuristic tasks. Each level characterizes a certain quality of student academic achievements and from this point of view it is equivalent to other levels. At the same time each level is the basis for the next one, since it corresponds to a certain stage of cognition. Given the fact that cognition is always productive notion, full-scale erudition is a unity of student academic achievements on all 4 levels. Pure reproduction of defined volumes of information concerning school humanitarian courses in particular, would have tiny value, if students in their learning did not cross limits of this standard; did not compare acquired knowledge with their personal experience; did not use such skills to enrich their experience; did not practice value-based approach to humanitarian objects of cognition. In this way student s vision and outlook is formed, his system of spiritual and moral values is established. This is how educational, personal and public life priorities appear. 29 National Doctrine of Education Development // 2nd National Education Workers Congress. October 7-9, Kyiv, p The Concept of general secondary education (12-year school)// Pochatkova shkola/elementary School journal p.2

111 Student Achievements in Humanitarian Disciplines(Ukrainian Language and History) 111 point out developing, practical and educational orientation of language and literature education; formation of individual language culture; increase of role of social education, which promotes social self-realization of a personality. The Concept acknowledges the need in restructuring of educational content, including humanitarian disciplines. The question concerns decrease of proportion of readily available information in favor of students learning how to cognize, to accumulate creative experience, to strengthen an outlook component of educational content 31. Basic curriculum for general educational institutions of ІІ ІІІ levels (12-year school) in general preserves balance between human and natural sciences. Distribution of school hours even proves certain advantage of humanitarian educational courses 32. The State Standard characteristics of educational branches, which include humanitarian courses, also demonstrate an effort to adapt humanitarian education objectives and content to vital needs. The Standard requires an establishment of strong knowledge and life skills basis in a school graduate, as well as general competencies including communicative skills, ability to work with information and learning skills 33. However, the practice proves that declared priorities of Ukrainian education system, at least concerning humanities (Ukrainian language and history), are not sufficiently realized yet. In teaching humanities Soviet principles remain prevalent. In addition, there are no effective mechanisms of implementation of officially declared humanitarian education goals as well as goals concerning formation in youth of new and extremely important values for Ukrainian society, such as democracy, professional competence, integrity, personal and social responsibility, and readiness for cooperation, solidarity and others. Student academic results, revealed through monitoring (Lviv region, ), convince that school mainly works on reproduction of educational material; it is not oriented at the development of cognitive abilities and competencies of students. Student erudition diagnostics results allowed us not only to reveal the problem of insufficient orientation of teaching Ukrainian language and history on the development of communications and activity elements of student competencies and forming creative and critical thinking, but also to forecast organizational and material conditions, necessary for implementation of humanitarian education development concepts, defined by program educational documentation of Ukraine. 3. Analysis of the Problem of Insufficient Orientation of Teaching Humanitarian Disciplines, in Particular, Ukrainian Language and History, on Development of Communications and Activity Elements of Student Competencies Considering current Ukrainian pedagogy s underdevelopment of competence approach and result-oriented educational process implementation, it is expedient to analyze this problem in terms of international experience, thus allowing receiving the most expedient and perspective approaches to its settlement. 31 Ibid. 32 Basic curriculum for general educational institutions of ІІ ІІІ levels (distribution of school hours between educational branches) // The State Standard for Basic and Complete Secondary Education / Dyrektor shkoly/the School Master, 6 7 ( ), February 2003 p The State Standard for Basic and Complete Secondary Education / Ibid.

112 112 Education Quality Monitoring 3.1. The Theory of Erudition Levels and A Success Diagnostics Technology The basis for thematic level-based diagnostics technology concerning student erudition in the humanitarian disciplines A Success Diagnostics, used for monitoring research of language and history education quality in Lviv region in , is a theory of erudition levels. The latter is based on conditional partition of cognition process into several stages from distinguishing to comprehension at the theoretic level 34. According to this theory students in their cognition process may stop at the level of knowledge (it may also be called primary level). At this level they don t have an integral idea about historical fact, artistic image, conceptual topic apparatus, etc. The reason for that is the memory s inability to provide a student with sufficient information on the meaning of perceived symbols (words, image elements, etc.). As a result, a student s thinking and imagination cannot combine available meanings. However, a memory independently or resulting from volitional impulse (a student understands that a teacher will request knowledge) records parts of educational information dates, names, terms, statements (for example, expressions), etc. A student reproduces them in fulfilling tasks, which require naming and recognition of such information. A cognition process proceeds to the next level, if a student in perception of information, was able to create in his consciousness more or less complete images of heroes, events, situations, or to comprehend definitions or rules, contained in educational material. Due to semantic memory (but not a mechanical memorizing, as at the previous level), perceived information transforms into notions and empirical concepts. Owing to socalled mnemonic actions a student can reproduce not just elements of information, but explicit content of perceived information. It should be emphasized that reproduction, along with perception and memorizing, is connected with thinking and thus, with certain skills and abilities. A person will never reproduce a content of memory in a form, in which it has been memorized. A person operates with meanings, defined during perception, and systemizes and generalizes information in the process of reproduction. So, a student s reproduction of educational information is a reconstruction of perceived and interpreted information. Reconstruction of educational information can manifest in different forms: rearrangement of information blocks, brevity of statements, addition of certain details, etc. Ability to perform such a reconstruction, to communicate a content of perceived information is a reliable proof of student s comprehension of educational material. To check student s comprehension of learned material tasks and assignments are used. The latter require formulation of a rule, explanation of a concept, description of an event, figurative characteristics of a given hero, etc. The next stage of cognition is a transitional one. At this stage a person goes beyond empiric thinking. According to erudition level theory this is the level of standard skills. At this level students demonstrate their abilities to comprehend both evident and concealed matter of educational texts and images. It can be conceived through applying mental and often practical actions with open information. For example, facts, described in a manual, can be compared, analyzed, summarized, etc., using available algorithms (teaching 34 See N. Pastushenko, R. Pastushenko. Erudition Diagnostics. Humanitarian Disciplines. Lviv: VNTL, p.7-12; Pedagogical Diagnostics in Schools / A.I. Kochetov, Y.L. Kolomensky, I.I. Prokopiyev and other authors. Minsk, 1987; I.P. Podlasiy. Pedagogics Moscow, Prosveshcheniye, p ; V.P. Simonov. Diagnostics of Personality and Professional Skills of a Teacher Moscow, International Academy of Pedagogics, p

113 Student Achievements in Humanitarian Disciplines(Ukrainian Language and History) 113 methods). Working in the field of theoretic thinking, one can discover considerable features of events, processes, artistic images; reproduce integral system of interactions of historical or imaginative facts; cognize patterns of historical situations and language. The development of theoretic thinking in students occurs due to learning of fundamentals of sciences in secondary school, including linguistics and history. In order to facilitate this development, a teacher can offer intellectual tasks. From psychological point of view an intellectual task is a definite goal and a set of tools to achieve it. Imagining a concealed parts of explanation in educational information according to algorithm, students fulfill cognitive assignments of reproductive nature, knowing goals and methods of their achievement. Owing to such tasks, general intellectual and special educational skills are formed, contributing to general knowledge as well. It should be also mentioned that all tasks, which determine student s level (from the first to the third) are reproductive. Mastering algorithms of intellectual and practical actions, which allow discovering a concealed part of explanation, proves the availability of knowledge and skills for independent learning. Possession of such abilities and capability to use them to get new knowledge is a feature of student s passing to the last, fourth level of erudition. Independent learning is based on productive thinking and implies formation of new knowledge (subjective for a student) and use of cognitive techniques and strategies which increase the capacity to achieve a desired result. Student s transition to the level of creative and critical thinking is stimulated by a teacher. The latter defines such process by stating problematic and heuristic cognitive tasks. Problematic are assignments containing goals of cognition, but without tools and means of their achievement (performance algorithm). On the contrary, heuristic tasks determine only the object of cognition, without stating goals and tools of achievement. Results of student s independent cognitive work depend on his or her learning capacity, interest in the course, willingness, etc. In addition, one can never know, whether a given result is a product of creative and critical thinking or just a successful reproduction of extracurricular educational information (received from literature or tutors). All this makes diagnostics of productive cognitive activity rather complicated. An assignment is considered creative if it is not included into standards, curricula and existing educational tools. It is recognized even if the final product of student s creative work and critical comprehension is not perfect or conceptually incomplete. A Success Diagnostics technology foresees determination and evaluation of learning results of a certain educational module (topic, section) using testing. It includes assignments to test knowledge, comprehension, skills, creative and critical thinking. This technology requires strict compliance with task requirements concerning erudition level determination and (which is more important), basic goals for learning control themes. So, the test can show the erudition level and extent of student s mastering of a given educational material whether a student remembers facts, terms; understands educational texts, images, concepts; develops expected skills and abilities; knows how to use obtained knowledge (including means and ways of cognitive activity; in new situations; in resolving problematic or heuristic tasks). Assignments, complicated according to theme s educational goals, are combined into three interrelated and interdependent groups. The first group includes tasks on reproduction of educational material; the second group tasks concern determination of operational and theoretical skills; the third one contains problematic and heuristic assignments, which facilitate creative and critical thinking. As we see, knowledge and comprehension assignments are combined in one group. It is necessary because stating that

114 114 Education Quality Monitoring names, dates, linguistic phenomena and terms is a product of mechanical memorization is possible if a student did not fulfill the majority of assignments concerning comprehension of information. Ideal diagnostics in accordance with A Success Diagnostics techniques has to check student achievements concerning each of educational themes. Unfortunately, the number of goals in Ukrainian history themes is rather extensive, while there is only 45 minutes to fulfill an assignment. That is why the test comprises tasks, which determine achievement of at least a half of minimally required number of educational themes for mastering knowledge in each level. Each of assignments of thematic diagnostics is evaluated by a certain number of points. The assignment cost in points is determined by: а) category of goal, which achievement is being verified (to which level it belongs); b) its complexity. To mark a grade in accordance with 4-grade scale (now 12-grade scale), the sum of student points in percents is recalculated according to special measuring scale. Responsibility for observance of diagnostics procedure is laid on teachers, who conduct testing, check students works and perform primary processing of results Monitoring Research Results Using A Success Diagnostics Technology and their Interpretation A Success Diagnostics approbation in 1998 in one of Lviv schools and its experimental application in 23 Lviv schools in 1999 to evaluate the quality of language education have proved an effectiveness of this technology. That is why it was used in monitoring research of humanitarian education quality in Lviv region, which was launched in 1999 under request of oblast education authority (Order No. 407 as of September 14, 1999) 35 The goal of monitoring of humanitarian disciplines erudition (Ukrainian language and history) in was: 1. To define the quality of linguistic and historical education and to track dynamics of changes in academic results. 2. To approbate a technology of thematic level-based diagnostics of student erudition in a number of oblast schools. 3. To teach methodologists of rayon (town) methodological departments and teachers of selected schools to use this technology in analyzing student erudition with further adjustment of curriculum on the basis of diagnostics results. 4. To define compliance with grades, given by teachers for a certain theme and the level of student erudition on this same theme, discovered during monitoring. 5. To define the presence of dependence between the level of student knowledge and skills and teacher s qualification category. During special seminars methodologists on Ukrainian language and history learned about theoretic part of technology; they also learned how to compile diagnostics levelbased works and to evaluate them. Diagnostics work for the first section was developed in an institute; the second one was developed by a methodologist of rayon (town) methodological department with our assistance; the third diagnostics work was designed by methodologists on their own. Diagnostics instruction included: 1) formulation of diagnostics goal; 2) description of diagnostics procedure; 3) results analysis scheme. (Attachment 1) 35 At that time a 5-grade scale was used for evaluation

115 Student Achievements in Humanitarian Disciplines(Ukrainian Language and History) 115 Analysis of prepared tests as measurement tools using specialized statistic data processing computer programs was not conducted. Tests were a subject of pedagogues expert assessment in schools selected for diagnostics. According to conclusions of the majority of experts, diagnostics works did not contain assignments which would require extracurricular information or were non-executable in terms of age psychology. We believe that expert conclusions and testing results make it possible to declare proposed tests as reliable, valid and capable of ensuring differentiation of testing participants according to the level of their preparedness. Diagnostics works on Ukrainian language contained tasks of four erudition levels, which were combined into three blocks. The first block of assignments determined whether students remember a theory (level І) and understand it (linguistic content line: notion, rules, student s examples) (level ІІ). The second block tasks defined whether students were able to use theoretic material to analyze unfamiliar text (sentences, word combinations, words), in other words to accomplish tasks similar to those they did while learning the theme (level ІІІ). The third block included assignments, which suggested students to use their knowledge and skills to create their own text on the new topic (level ІV) (Attachment 2). Diagnostics works on history also contained tasks of four levels and were grouped as follows: 1 st block defined whether students remembered and understood historical information (levels І and ІІ), 2 nd block whether students possess necessary skills to elaborate it (level ІІІ); 3 rd block whether students were able to use skills and knowledge to interpret historical situations, forecast their development in the nearest future (level IV). (Attachment 3). Testing results in points were not converted into school marks, but were verbally described for diagnostics purposes. In diagnostics measurements were conducted three times: in September (trial, training), in December and April-May in order to analyze results at oblast level. Measurements covered 2.5 thousand students of grades 6, 9, 11 (Ukrainian language), 2.5 thousand students of grades 7, 9, 11 (history of Ukraine). Works were analyzed by methodologists of rayon (town) methodological departments; their reports were submitted to Lviv oblast scientific and methodical institute of education. For general analysis only correctly completed reports were considered (Table 1). Table 1. Number of Works, Selected for Analysis of Student Erudition in Ukrainian Language and History in Grades Ukrainian language History December April May December April May On the basis of diagnostics results the following conclusions were drawn: 1. In teaching Ukrainian language and history reproductive educational model prevails. The most number of students executed tasks on memorization and comprehension of educational material. For 50% of diagnosed students it was quite problematic to create their own literate text using knowledge and skills, acquired during the thematic theoretical material learning. History of Ukraine learning was also lacking orientation on student skills

116 116 Education Quality Monitoring orientation on student skills development. Less than a half of students were able to fulfill assignment on application of familiar learning methods. Problematic tasks were fully or partially completed by even smaller number of students (third part of students participating in diagnostics). 2. Fragmentariness can be observed in students knowledge. The majority of them fulfilled tasks of each level partially. This proves formal approach to organization of educational process. Teachers do not restructure educational material on the basis of student capacities; they do not consider complexity of subtopics during school hours distribution concerning this or that theme. So, the Lviv region s education is characterized by typical phenomenon for reproductive model (especially the one where the learning process is organized formally): gradual decrease of the number of students, who do all assignments form memorization level to the level of critical and creative thinking (Table 2). 3. In schools one may observe devaluation of current and final mark. For example, student erudition diagnostics in Ukrainian history course showed, that teachers treat the mark excellent in the most responsible way. According to thematic evaluation results, good was received by 61% of testing participants, while only 51% of students coped with tasks of І ІІІ levels. A required minimum 2/3 points for assignment at the level of knowledge and comprehension were collected by 55% of those tested, while thematic evaluation results had to show a 95% figure. 4. There is no direct dependence of student erudition from official qualifying categories, established by their teachers, which measure qualification (professional competence) of pedagogues. Instead pedagogical record (term of service) is somehow connected with students erudition: according to December diagnostics data concerning the history of Ukraine course, professional experience of teachers is directly proportional to the quality of students knowledge. With introduction of 12-grade evaluation scale in 2000 a humanitarian education quality monitoring featured creation alterations. In connection with certain technical problems (replication of large numbers of diagnostics works) we decreased the number of students subject to monitoring. All diagnostics works were developed in the institute. We changed the analysis scheme by introducing an average point for work in general and for each individual level in particular, as well as coefficient of evaluation objectiveness of student academic achievements by teachers themselves. We also considered marks for academic achievements in individual themes (average indexes). The work was evaluated by 12 points. For fulfillment of each assignment a student could receive maximal 3 points. Levels were named in accordance with 12-point scale: beginning, average, sufficient, high. Diagnostics control papers in Ukrainian language and history were compiled in the same manner as those of Monitoring research, held in did not reveal serious changes in teaching humanities. As for Ukrainian language, students demonstrated stable results at beginning, average and sufficient levels, fulfilling from 50 to 80% tasks of each level. One can observe further decrease of knowledge quality indicators from beginning to high level both in urban and rural schools. Ability to apply theoretic knowledge to compose one s own text on a given topic continued to cause serious difficulties among students. Achieved results allowed to make a conclusion about insufficient orientation of teachers on communicative and activity approach in teaching humanities (Ukrainian language, history).

117 Student Achievements in Humanitarian Disciplines(Ukrainian Language and History) 117 Education quality monitoring 117 Table 2. Student erudition situation in Ukrainian language and History in The number of students who received points at each level Ukrainian language History of Ukraine Grade December 1999 April May 2000 December 1999 April May 2000 Number of test participants Levels І and ІІ Level ІІІ Level ІV Number of test participants Levels І and ІІ Level ІІІ Level ІV Number of test participants Levels І and ІІ Level ІІІ Level ІV Number of test participants Levels І and ІІ Level ІІІ Level ІV 6 th (62%) 70 (54%) 69 (53%) (71%) 261 (66%) 228 (58%) 7 th (48%) 157 (31%) (53%) 183 (46%) 129 (32%) 9 th (72%) 85 (74%) 75 (52%) (76%) 248 (74%) 165 (49%) (53%) 187 (35%) (59%) 115 (32%) 92 (25%) 11th (58%) 75 (52%) 68 (47%) (75%) 206 (61%) 194 (57%) (53%) 194 (32,5%) (68,3%) 203 (54,6%) 143 (38,4%)

118 118 Education Quality Monitoring 118 Education quality monitoring Table U-1 (U-8, 10) Comparative results of student academic achievements of 8 and 10 grades in Ukrainian language (Control measurement, December 2000) No Rayon, town School Number of students No. Of students who wrote a paper Marks for thematic attestation Average point for attestation Average point for answers on four competence levels Average point for work Objectiveness coefficient ТА1 ТА2 ТА3 ТА4 ТА5 Beginning Average Sufficient High Grade 8 1. Drohobych School # ,8 8,7 7,8 2,5 1,9 2,5 1,9 8,8 0,9 Average town index ,8 8,7 7,8 2,5 1,9 2,5 1,9 8,8 0,9 2. Andriyivska Buskyi rayon ,7 5,4 2,2 1,5 0,7 1,3 4,7 1,1 school 3. Buskyi rayon Kutkoratska school ,5 7 7,3 2 1,8 1,6 1,5 7 0,95 4. Pustomytivskyi rayon Pustomytivska school # ,7 8, ,5 2,6 2 9,1 0,8 5. Sambirskyi Novosilkivska rayon school ,7 6, ,5 2, ,93 6. Starosambirskyi Torchynska rayon school ,1 7,3 7,1 7,4 2,1 2,1 0,8 0,5 5,4 1,9 Average rayon index ,4 6,9 7,1 6,7 2,3 1,8 1,6 1,5 7 0,95

119 Student Achievements in Humanitarian Disciplines(Ukrainian Language and History) Boryslav Grade 10 School # ,6 6,6 2,4 1 2,1 1,4 6,8 0,97 8. Stryi School # ,6 2,2 0,8 1,2 1,4 5 0,7 Average town index ,8 6 5,1 2,3 0,9 1,7 1,4 5,9 0,9 9. Sambirskyi rayon Rudkivska school ,8 1,1 1,6 1,3 6,3 1,2 10. Stryiskyi rayon Dulibska school ,4 8 7,7 2,9 1,9 1,7 1,8 8,2 0,9 11. Drohobytskyi rayon Medenytska school ,8 6,8 2,3 2,4 1,4 1 7,6 0,9 12. Peremyshlyanskyi rayon Peremyshlyanska school # ,9 6,9 2,2 1,9 1,9 1,7 7,7 0,9 13. Buskyi rayon Andriyivska school ,4 8,4 7,8 2 1,3 1,5 1 4,6 1,7 Average rayon index ,3 8,2 7,4 2,2 1,7 1,6 1,4 6,9 1,1

120 120 Education Quality Monitoring 120 Education quality monitoring Table H -1 (H-8, 10) Comparative results of student academic achievements of 8 and 10 grades in history of Ukraine (Control measurement, December 2000) No Rayon, town School Number of students No. Of students who wrote a paper Marks for thematic attestation Average point for answers on four competence levels Average point for work Average point for attestation Objectiveness coefficient ТА1 ТА2 ТА3 ТА4 ТА5 Beginning and average Sufficient high Grade 8 1. Drohobych School # (-6) 4,9 4,9 4,8 1,0 0,6 6,5 0,8 2. Stryi School # (-6) 7,2 7,2 3,7 1,5 1,2 6,4 1,1 Average town index 62 50(-12) 5,5 6,0 4,3 1,3 0,9 6,5 0,9 3. Drohobytskyi rayon Oparivska school 22 18(-4) 6,1 6,7 6,4 5,8 1,3 1,0 8,1 0,8 4. Peremyshlyanskyi rayon Peremyshlyanska school # (-8) 7,7 7,9 7,9 4,2 0,6 0,5 5,4 1,5

121 Student Achievements in Humanitarian Disciplines(Ukrainian Language and History) Education quality monitoring Table H -1 (H-8, 10) Comparative results of student academic achievements of 8 and 10 grades in history of Ukraine (Control measurement, December 2000) No Rayon, town School Number of students No. Of students who wrote a paper Marks for thematic attestation Average point for answers on four competence levels Average point for work Average point for attestation Objectiveness coefficient ТА1 ТА2 ТА3 ТА4 ТА5 Beginning and average Sufficient high Grade 8 1. Drohobych School # (-6) 4,9 4,9 4,8 1,0 0,6 6,5 0,8 2. Stryi School # (-6) 7,2 7,2 3,7 1,5 1,2 6,4 1,1 Average town index 62 50(-12) 5,5 6,0 4,3 1,3 0,9 6,5 0,9 3. Drohobytskyi rayon Oparivska school 22 18(-4) 6,1 6,7 6,4 5,8 1,3 1,0 8,1 0,8 4. Peremyshlyanskyi rayon Peremyshlyanska school # (-8) 7,7 7,9 7,9 4,2 0,6 0,5 5,4 1,5

122 122 Education Quality Monitoring 3.3. Factors which Determine Dissemination of Reproductive Model of Learning Humanitarian Disciplines Wide spreading of reproductive learning of humanities is preconditioned by a number of factors. First, it is a lack of motivation among pedagogues to transform inherited soviet model of education. Smeared educational goals, passive teaching methods, sporadic control and formal evaluation are still perceived by many language and history teachers as the most comfortable and secure ways in the event of inspection or class visits of administration. To a greater extent administrators themselves influence such a state of affairs since the majority of them are characterized by authoritative style, intolerance towards critics and free thinking. As for community, teachers receive too little signals concerning the need in developing learning, formation of creative and critical thinking among students. Parents are traditionally more concerned about child s marks, but not his or her academic capacity and achievements. Public unions, which work in schools, are involved in material provision of educational institution or extracurricular activities. School remains generally closed system, since the idea of state-public education management is not being implemented in practice. Improvement of a teacher s professional level and development of his/her students erudition is stimulated neither morally nor materially. Remuneration of pedagogues labor is very low, while it is well-known that any quality product cannot be cheap, especially when its production requires intellectual resources. Truly powerful incentive for changes in organization and methodology of teaching Ukrainian language and history is international experience, which is learned by teachers through pedagogical press and extension courses. However, now this is the only real stimulus. As long as teachers do not feel a real need in changing the style of education, their interest towards interactive technologies, dialogical teaching manuals, and pedagogical diagnostics will manifest in the form of open classes as a tribute to educational fashion. Modern learning tools, such as programs, numerous textbooks, manuals, copy-books, also do not fit in productive model realization of learning Ukrainian language and history. These courses are still taught according to traditional content programs, which lack taxonomy of educational goals. Of course, compared to Soviet times, curricula and programs underwent considerable changes, but these concerned only course time distribution changes (general tendency of reduction) and themes. For example, they abolished the history of the USSR and introduced the history of Ukraine; cleaned the program from ideological clichй and filled in the gaps of national history. But the problem of program overload with factual material in both historical courses remains unresolved. Ukrainian language programs define types of speech activities as results of learning, which have to be evaluated by a teacher. However, the majority of language teachers require special theoretical and practical training to organize student speech activity in effective way. Manuals are oriented on linguistic content line, but not on the speech one. This also explains low student results at creative level. General drawback of the majority of manuals on all humanities is monologue-type nature of material presentation and the lack of poly-perspectiveness in topics. Students, deprived of motives to ponder over historical information, to compare various viewpoints, start to reproduce educational texts.

123 Student Achievements in Humanitarian Disciplines (Ukrainian Language and History) 123 Ukrainian school today does not have any educational standards that would uniquely formulate minimally required (sufficient) student academic achievements and which would orient teachers and educational institutions in conducting humanitarian education quality monitoring or selection of graduates to schools of higher education. The role of such guidelines is traditionally played by current programs. It is considered that predefined goals of linguistic and historical education and selected content determine selection of educational methods by teachers, that would conform to student learning capabilities and provide skills and knowledge, necessary for graduates and society as a whole. But such thesis is false (even though program developers base on it, providing humanitarian teacher with such content programs ). In fact the use of such programs generates diversities in planning educational goals of school courses not only between school and university teachers, but between experiences and young pedagogues, rural and urban schools teachers, etc. In the course of linguistic and historical education quality monitoring in Lviv region we observed a considerable gap between the number of student who mastered a theme on a teacher s opinion (received positive mark) and a number of those who successfully fulfilled a task on educational material reproduction. It is preconditioned by the fact that testing participants were not ready to perform a number of objectives because a teacher did not state corresponding educational goals or/and did not work with students on achieving the goal. Another reason for considerable discrepancies between erudition indexes in school registers and testing results was the fact that a teacher gave a thematic mark on the basis of sporadic current questioning of students. Substitution of diagnostics with formal piling of marks and deduction of marks on the basis of thematic average leads to devaluation of marks among students and their parents. Non-observance of student evaluation criteria; use of marks for stimulation of activity and diligence; punishment for discipline violations; orientation on student informal ratings all these is a widespread practice in many Ukrainian schools. In attempting to settle this problem a 12-grade evaluation scale was introduced. Its authors soundly stated that four-mark system of student knowledge, skills and abilities evaluation cannot truly reflect differences in student academic achievement levels. Even if each of 4 marks would be linked to academic achievement level (5 high, 4 sufficient, 3 average, 2 beginning), we cannot reflect objectively child s successes at each level, because certain level-based task can be fulfilled either partially or fully. Fourmark scale lacks symbols to record partial student performance. New evaluation system defined four levels of academic achievements: beginning, average, sufficient and high. These levels features showed a teacher how each student s cognitive activity was getting more complicated with shifting to the next level. If a teacher considered level-defining approaches, he or she would have to organize teaching process in a way to make a student move from memorization and comprehension of educational information towards its analysis, synthesis, assessment and creative activity (ability to define and resolve problems). Unfortunately, quick implementation of 12-grade scheme (without prior theoretic trainings for teachers) leveled the essence of levels during the first stages of reform implementation and led to grades devaluation. In addition, general evaluation criteria were not sufficiently (clearly and easily) specified to assess academic achievements in humanitarian disciplines. Cumbrous level characteristics of academic achievements in Ukrainian language were not possible to memorize. So a teacher had to somehow pull himself through unexpected situation, which emerged at the beginning of academic year. Leveling of considerable difference between levels as different types of cognitive work

124 124 Education Quality Monitoring made a Ministry of Education and Science of Ukraine to introduce an interpretation scale (4-mark scale with + and -, for example, 5 = 11b., +5 = 12 b., -5 = 10 b.). Sporadic nature of internal school monitoring and the lack of independent external monitoring of student erudition also provoke frequent teacher deviations from criteria evaluation; they also stimulate reproductive style of teaching Ukrainian language and history. In Lviv region during 13 years of Ukrainian independence they failed to establish Independent testing center or similar institution or subdivision of educational authorities to track student erudition in various courses according to established plans or upon request of certain educational institutions. Secondary school graduates testing in Ukrainian language and history, performed by almost all oblast s schools of higher education, also does not orient students and teachers on receiving full erudition in these courses. For example, the National University Lviv Polytechnika offers just a dictation test for entrants, while tests, developed in Lviv Ivan Franko national University, require application of knowledge at the level of standard skills. About two thirds of all assignments, offered for entrants during the history examination are tasks on knowing historical dates, manes, terms. The rest concerns understanding links between historical facts. Fulfillment of open tasks on language and history is not applied by any oblast university (while only such type of assignments allows defining the ability of school graduates to do tasks on creative and critical thinking level). 4. List of Recommendations In research process we developed recommendations to resolve the problem of insufficient orientation of teaching humanities on student communicative and activity components development. Recommendation A. Reorientation of teaching humanitarian disciplines from reproductive (factual, traditional) to productive, emphasizing problematic studies and intensive use of group work. Recommendation B. Dissemination of Lviv oblast humanitarian teachers experience in using of thematic level-based diagnostics technology A Success Diagnostics to test student erudition in humanitarian disciplines. Recommendation C. Training of humanitarian disciplines teachers on the basis of institutes of in-service teacher training for thematic evaluation of student academic achievements and for monitoring research using A Success Diagnostics technology. 5. Description of Recommendations Recommendation A. Reorientation of teaching humanitarian disciplines from reproductive (factual, traditional) to productive, emphasizing problematic studies and intensive use of group work. There is a need to shift from knowledge and skills school towards a school with competence approach to education. Transition strategy should include: 1. Modernization of standards, in particular, their orientation on development of key competencies; acquiring abilities to use received knowledge and to get ready for work in modern world; 2. Refusal from content programs in favor of standard-based programs. The use of the latter will ensure receiving of the following skills: To plan, organize and assess person s own studying, to assume greater responsibility for its results;

125 Student Achievements in Humanitarian Disciplines (Ukrainian Language and History) 125 To understand different situations, to present own opinion and treat other people s positions carefully, to master native language; To be able to speak in public; To settle problems creatively; To find, regulate and use information from different sources and to use information technologies effectively; To have critical ad creative thinking. 3. Development of textbooks and manuals containing different (opposed) assessments of certain social events and phenomena (writers creative works, historical events), which allow development of critical thinking (books, containing collisions of different positions and concepts of values). 4. Introduction of humanities studying methods, which foresee independent work with various sources (historical, literary); stimulate dialogue in educational process; independence of views and opinions; presentation of results of educational text comprehension. 5. Reorientation in teaching Ukrainian language towards functional approach which will lead a student to studying functions of linguistic units in texts of different styles, types and genres and will help a student to compose his/her own texts using acquired skills. 6. Transition to common Ukraine-centric history course and concentric teaching of this course. This will allow overcoming the problem of factual overload and ensuring competence approach. This Recommendation may be hindered by the following problems: The State Standard of Basic and Secondary Education, approved by the Cabinet of Ministers of Ukraine in January 2004, dies not contain clear notion of competence educational model for authors of programs and manuals, as well as humanities teachers. Proposed after competitive selection program variants on Ukrainian language, history of Ukraine and world history is an effort to find compromise between traditional content programs and result programs. Selected program-writing approach preserves academic teaching of humanities, since there are no publications on development of such programs containing competence approach. Textbooks on humanitarian courses, used today and which will be used in the next 5 years (with some exceptions) provide neither poly-perspective content nor dialogue-based teaching of educational material. They also don t stimulate critical thinking. Professional competence level of many teachers is insufficient to work within new educational model. Neither pedagogical universities, nor teacher extension courses today teach how to develop own teaching and educational programs, design educational materials, etc. To overcome these problems it is expedient to: 1. To declare the State Standard and programs developed on its basis, as transitional model towards competence education and to start working on new Standard and state (framework) programs for humanitarian disciplines, where studying results will be oriented on competence approach and formulated in a way to allow their diagnostics. 2. To establish information bank (website of Academy of Pedagogical Sciences of Ukraine or Central Institute of In-service Teacher Training) Pedagogical experience of European Union states, the USA and Russia, with the following rubrics: а)

126 126 Education Quality Monitoring Documents, which determine and regulate educational policy; б) State standards and programs; в) State monitoring and external evaluation. 3. To allow using programs, which comply with State standard and appropriate framework programs (history, Ukrainian language) and describe educational goals in a way, that their achievement can be determined through assignments of certain format. 4. To use state budget funds for publishing competitively selected textbooks on humanitarian disciplines. These manuals have to ensure dialogue-based nature of education and to demonstrate various points of view, different assessments of social phenomena, diverse interpretations of artistic works. 5. To recommends schools of higher pedagogical education (those training history and Ukrainian language teachers) to include special courses to their curricula: Comparative characteristics of educational models, Teaching of (Ukrainian language, history, etc.) within various educational models (including competence model), Curriculum: a development technology, and others. 6. In order to ensure changes in education and implementation of effective educational policy to establish autonomous structural unit in the Ministry of Education and Science of Ukraine Expert Council. Its sphere of competence would be organization and realization of scientific expertise of all project documents, which regulate state educational policy, in particular, new State Standard; framework programs on Ukrainian language, history; separate programs, approved by appropriate institutions; textbooks, manuals; local educational authorities decisions, etc. Recommendation B. Dissemination of Lviv oblast humanitarian teachers experience in using of thematic level-based diagnostics technology A Success Diagnostics to test student erudition in humanitarian disciplines. The use of A Success Diagnostics technology with diagnosing functioning allows: To describe student achievements at each erudition level; To define each student s individual needs; To define effectiveness of teaching methods, used by pedagogue; To plan and make adjustments in educational process; To develop in a student the sense of responsibility for his/her learning results; To assess academic student achievements according to unambiguous criteria. To popularize this technology among teachers of the humanities it is necessary: To conduct scientific expertise of this technology involving the best Ukrainian experts. To disseminate expertise results; To prepare collections of assignments on humanitarian disciplines of various levels; To approbate A Success Diagnostics technology throughout Ukraine and compare its effectiveness with other technologies. To improve diagnostics methodology, included in this technology, if needed. Realization of this recommendation requires financial spending to publish collections, a manual on technology s theoretical basis and technology itself; approbation of A Success Diagnostics technology throughout Ukraine. Difficulties may also arise during transformation of diagnostics results into a mark. If a mark for diagnostics work is set down as a sum of points, collected by a student at each

127 Student Achievements in Humanitarian Disciplines (Ukrainian Language and History) 127 level ( ), then we may receive false idea about true level of student development. For example, 6 points scored for diagnostics work can be interpreted differently: 1. A student fulfilled all tasks of the first and second level, but failed to do assignments of other levels (3+3) (he knows and understands everything, but he doesn t have developed skills and thinking). 2. A student partially finished tasks of all levels ( ) (he knows something, he understands something, he is at the initial stage of skills and critical thinking development). That is why it is expedient to describe diagnostics results as achievements at each level. Good example here is assessment of academic achievements of Canadian students. In senior school of Ontario province students are evaluated according to four categories: knowledge/comprehension, thinking/search, communication, application of learned material /usage (See Attachment 7). Having received information on student achievements at each level, a teacher will be able to adjust or differentiate educational process. Recommendation C. Training of humanitarian disciplines teachers on the basis of institutes of in-service teacher training for thematic evaluation of student academic achievements and for monitoring research using A Success Diagnostics technology. To train teachers in A Success Diagnostics it is necessary: To include to curricula of institutes of in-service teacher education special courses on student academic achievements diagnostics concerning Ukrainian language, literature, history and other humanitarian disciplines. To prepare typical programs of such special courses; To train a group of specialists at the basis of Central or Lviv Institute of In-service Teacher Training to conduct trainings with educational course participants philologists and historians in oblast institutes; To develop and publish a manual on educational diagnostics and/or educational materials on this topic for course students at oblast institutes of postgraduate pedagogical education. 6. Conclusion The problem of insufficient orientation of humanitarian disciplines on the development of communicative and activity components of student competencies; on formation of their creative and critical thinking is connected with traditional approaches to the content and methods of education, inherited form old reproductive education. To resolve this issue considerable material and human resources are needed. Suggested recommendations (developed on the basis of results of monitoring Lviv region students humanitarian erudition ( ), and implemented by Lviv oblast Institute of In-service Teacher Training), define innovative ways of humanitarian education development in secondary schools of Ukraine, as well as use of reliable diagnostics technologies and student academic achievements evaluation as tools for qualitative changes in education. Recommendations require broad discussion within scientific circles and educator community to define the most suitable ways of their implementation.

128 128 Education Quality Monitoring 7. References 1. Базовий навчальний план загальноосвітніх навчальних закладів ІІ ІІІ ступенів (розподіл навчального часу між освітніми галузями) // Державний стандарт базової і повної середньої освіти. (Basic curriculum for general educational institutions of levels ІІ ІІІ (distribution of school hours between educational branches) // The State Standard of basis and complete secondary education). 2. Возрастная и педагогическая психология // В.В. Давыдов, Т.В. Драгунова, Л.Б. Ительсон и др. М.: Просвещение, с. (Age and Pedagogical Psychology // V.V. Davydov, T.V. Dragunova, L.B. Itelson and other authors Moscow, Prosveshcheniye, p. 288). 3. Гессен С.И. Основы педагогики. Введение в прикладную философию. М.: Школа-Пресс, с. (Gessen S.I.. Basics of Pedagogy. Introduction to Applied Philosophy. Moscow, Shkola-Press, p. 447). 4. Горальський А. Тренінг творчості. Львів: Кальварія с. (A. Horalskyi. Training of Creativity. Lviv, Kalvariya, p. 38). 5. Ґоральський А. Правила тренінгу творчості. Львів: ВНТЛ, с. (A. Horalskyi. Training of Creativity Rules. Lviv, VNTL, p. 52). 6. Кларин М. Инновационные модели обучения в зарубежных педагогических поисках. М., с. (M. Klarin. Innovative Models of Studying in Foreign Pedagogical Search. Moscow, p. 217). 7. Концепція загальної середньої освіти (12-річна школа) // Початкова школа , 3. (The Concept of General Secondary Education (12-year school) // Pochatkova Shkola/Elementary School. No. 2, ). 8. Курилів В. Методика викладання історії: Навч. посібник. Львів, Торонто: Світ, с. (V. Kuryliv. Methodics of Teaching History: A Manual. Lviv, Toronto Svit, 2003 p. 248). 9. Моніторинг якості навчання необхідна умова становлення творчої особистості й розвитку освітньої інституції (за результатами контрольних замірів навчальних досягнень учнів у школах області). Частина 3 / за ред. М.М. Барни. Львів: ЛОІППО, с. (Educational quality monitoring a requirement for establishment of creative personality and development of educational institution (based on the results of control measurements of student academic achievements in oblast schools). Part3/ edition by M.M. Barna. Lviv, Lviv Oblast Institute of Postgraduate Pedagogical Education (LOIPPE), p. 154). 10. Моніторинг якості навчання необхідна умова становлення творчої особистості й розвитку освітньої інституції (за результатами підсумкових замірів навчальних досягнень учнів у школах області у 2000/2001 н.р.). Частина 4 / за ред. М.М. Барни. Львів: ЛОІППО, с. (Educational quality monitoring a requirement for establishment of creative personality and development of educational institution (based on the results of final measurements of student academic achievements in oblast schools in ). Part 4/ edition by M.M. Barna. Lviv, LOIPPE, p 76). 11. Моніторинг якості навчання необхідна умова становлення творчої особистості й розвитку освітньої інституції (за результатами нульового заміру навчальних досягнень учнів у школах області у 2001/2002 н.р.). Частина 5 / за ред. М.М. Барни. Львів: ЛОІППО, с. (Educational quality monitoring a requirement for establishment of creative personality and development of educational

129 Student Achievements in Humanitarian Disciplines (Ukrainian Language and History) 129 institution (based on the results of zero measurements of student academic achievements in oblast schools in ). Part 5/ edition by M.M. Barna. Lviv, LOIPPE, p 84). 12. Моніторинг якості навчання необхідна умова становлення творчої особистості й розвитку освітньої інституції (за результатами контрольного заміру навчальних досягнень учнів у школах області у 2001/2002 н.р.). Частина 6 / за ред. М.М. Барни. Львів: ЛОІППО, с. (Educational quality monitoring a requirement for establishment of creative personality and development of educational institution (based on the results of control measurements of student academic achievements in oblast schools in ). Part 6/ edition by M.M. Barna. Lviv, LOIPPE, p 60). 13. Моніторинг якості навчання необхідна умова становлення творчої особистості й розвитку освітньої інституції (за результатами підсумкового заміру навчальних досягнень учнів у школах області у 2001/2002 н.р.). Частина 7 / за ред. М.М. Барни. Львів: ЛОІППО, с. (Educational quality monitoring a requirement for establishment of creative personality and development of educational institution (based on the results of final measurements of student academic achievements in oblast schools in ). Part 7/ edition by M.M. Barna. Lviv, LOIPPE, p 63) Національна доктрина розвитку освіти // ІІ Всеукраїнський з їзд працівників освіти. К., с. (National Doctrine of Education Development // 2 nd National Education Workers Congress. Kyiv, p. 232). 15. Пастушенко Н.М., Пастушенко Р.Я. Діагностування навченості. Гуманітарні дисципліни. Львів: ВНТЛ, с. (N.M. Pastushenko, R.Y. Pastushenko. Achievements Diagnostics. Humanitarian Disciplines. Lviv, VNTL, p. 130). 16. Пастушенко Н. Пастушенко Р. Тематичне рівневі діагностування навченості учнів. Українська мова та історія (за результатми діагностування навченості учнів у школах області). Львів: ЛОНМІО, с. (N. Pastushenko, R. Pastushenko. Thematic Level-Based Student Erudition Diagnostics. Ukrainian Language and History (based on the results of student erudition diagnostics in oblast schools) Lviv, LONMIO, p. 75). 17. Підласий І.П. Діагностика та експертиза педагогічних проектів. К.: Україна, с. (I.P. Pidlasyi. Pedagogical Projects Diagnostics and Expertise. Kyiv, Ukrayina, p. 343). 18. Подласый И.П. Педагогика. М.: Просвещение, с. (I.P. Podlasyi. Pedagogics. Moscow, Prosveshcheniye, p. 432). 19. Райс Ф. Психология подросткового и юношеского возраста. Санкт- Петербург: Питер, с. (F. Rice. Psychology of Juvenile and Youth Age. St. Petersburg, Piter, p. 616). 20. Симонов В.П. Диагностика личности и профессионального мастерства преподавателя. М.: Международная педагогическая академия, с. (V.P. Simonov. Diagnostics of Personality and Professional Skills of a Teaqcher. Moscow, International Pedagogics Academy, p. 192). 21. Grondas Marek. Przykladowe procedury i aspekty pracy nad szkolnym systemem oceniania/ Program Nowa Szkola. Materialy szkoleniowe dla rad pedagogicznych. Ocenianie. Warszawa, S

130 130 Education Quality Monitoring 22. Chodnicki Jerzy. W jakim celu oceniamy uczniow? /Program Nowa Szkola. Materialy szkoleniowe dla rad pedagogicznych. Ocenianie. Warszawa, S Zawadowska Janina. Dlaczego musimy reformować polską oświatę? Program Nowa szkola. Projektowanie(materialy szkoleniowe dla rad pedagogicznych). S Celarek Barbara. Jak rozwijać umiejętności kluczowe? // Program Nowa szkola. Projektowanie(materialy szkoleniowe dla rad pedagogicznych. S Chodnicki Jerzy. Szkolny system oceniania. Program Nowa szkola. Ocenianie (materialy szkoleniowe dla rad pedagogicznych). S Annexes Annex 1 Basic Steps of Thematic Level-based Diagnostics Technology. Technical Instruction for a Pedagogue. 1. Formulation of theme s educational goals. Theme s educational goals have to be formulated as planned result of student learning (tasks) and to correlate them with erudition levels. 2. Conduction of diagnostics work. Diagnostics work can be conducted according to one or several variants, including tasks of all levels (it is desirable to have equivalent tasks for all levels). The work has to cover all educational goals of the theme. If needed, such a theme can be subdivided into several modules, blocks of information. Then these can be diagnosed separately. If diagnostics was initiated by school administration or rayon or city educational authority, the teacher has to familiarize with diagnostics work contents before students begin to fulfill it. In his/her response to the text of work (official memo) a teacher has to indicate differences between work s tasks and theme goals in teacher s own formulation, which can considerably influence diagnostics results; to emphasize drawbacks in suggested assignments; to provide remarks and observations concerning diagnostics procedure, etc. Teacher s responses (official memos) are included into completed diagnostics works, which are submitted to school administration or rayon (city) educational authority. 3. Student diagnostics. Texts of works should be distributed among students. It should be explained that: а) in doing tasks, students do not have to copy them. It is enough to put down a number of a task and answer; b) works, written using prompting or cheated, would not be checked; student received unsatisfactory mark. Student may consult with a teacher only. If diagnostics work is done under school administration (or rayon/city educational authority) for parallel classes, then 30 students may be selected to fulfill it: 10 students have to have marks of the 4 th level, 10 students of the 3 rd level and 10 students of levels I and II. It is expedient to ensure equal representation of students from parallel classes. For example, out of 10 students on the forth level, 5 study in class A and 5 in class B. If there are no parallel classes, diagnostics is conducted without considering this regulation. Diagnostics work completion should last 45 minutes. During this work a teacher s presence in the classroom is obligatory. If it is a directorial of inspectoral work, the classroom should be attended by school administration or educational authority

131 Student Achievements in Humanitarian Disciplines (Ukrainian Language and History) 131 representative. It is not recommended for a teacher, administrator or educational authority inspector to walk between desks and supervise students work. 4. Checking and evaluation of completed works. Works, done by students, are checked by a teacher, who teaches this class. If such a work is done under school administration of rayon/city educational authority, it may be checked by teachers and other experts. If verification is performed by a group, it is advisable to let other experts check tasks of descriptive nature. It will allow avoiding considerable differences during works evaluation. Tasks with optional answers and short replies (so called testing tasks ) are checked using prepared stencil. Assignment are measured in points. Each block has the same number of points. Since the first block (memorization and comprehension tasks) contains the largest number of tasks and answers are simple, each correct answer may have one point. In this case a student will collect as many points as the number of tasks. For example, 10 tasks 10 points. All assignments of the second block (determining standard skills) are evaluated as total of 10 points; the same scheme works for the third block tasks (transmission). In this way the whole diagnostics work is evaluated by 30 points. 5. Transformation of points into the mark. Total number of points for diagnostics work makes up 100%. Lower there is a way to convert the general number of points into the mark. Table 1 Total number of points 100% Level of competence Mark IV. High (creative) ІІІ. Sufficient (constructive and variable) ІІ. Average (reproductive) І. Low (Receptive and productive) However, the Table shows that this is rather bulky and complicated procedure, which requires conversion of the total number of points (always different) into percentage, and the latter into the mark. 6. Registration of results. Marks for diagnostics work, performed by students after mastering this or that theme are registered by a teacher in class register as a mark for a

132 132 Education Quality Monitoring theme. To analyze diagnostics results it is advisable to put down such a date (points for work) into Table 2. If directorial or inspector diagnostics work has been done, such results are registered in Table 3. Table 3 can also be filled by a teacher. Table 2. Class: Theme: Date: No Student name and last name Number of task, number of points collected І block ІІ block ІІІ block Conclusions on student erudition Table 3. Rayon School Class... Number of students who wrote a work... Among them the theme was mastered: at the beginning level (number of students) at average level at sufficient level at high level Last name, name and patronymic of a teacher, his/her record and category Variant and number of task Number of students participating Number of students who completed a task * Number of students who partially completed a task Number of students who did not cope with the task

133 Student Achievements in Humanitarian Disciplines (Ukrainian Language and History) 133 Annex 2 Sample of Diagnostics Work on Ukrainian Language Grade 9 Theme: Compound Sentence Variant A Levels І and ІІ 1. Give a definition of composite sentence. (2 points) 2. Give a definition of compound sentence. Give example. (4 points). 3. Give examples of sentences with: а) subordinate of condition (2 points) b) subordinate of place (2 points) Level ІІІ 4. Place punctuation marks in sentences. Build schemes of compound sentences, indicate the type of subordination. а) If you are a human don t call a human a person who doesn t care about people. (from magazine) (5 points) b) Get up and don t be ashamed so you can see far away and people see you up above (M. Stelmakh). (5 points) Level ІV 5. Write a short composition (8-19 sentences) on one of the topics: Spring is my favorite season ; My beloved city (village) ; The Spring morning using in text: (10 points) а) Interrogative sentence; b) Compound sentence with subordinate of condition; c) Complex sentence with copulative; d) Exclamatory sentence Total: 30 points. Annex 3 Sample of Diagnostics Work on the History of Ukraine Grade 9 Theme: Ukraine at the Beginning of 20 th Century Variant B 1. A spiritual leader of Ukrainian national movement in Halychyna was: а) І. Franko b) М. Hrushevskyi c) А. Sheptytskyi 2. Only in 1911 activities of zemstvo (local communities) were spread on: а) Left-Bank Ukraine b) Southern Ukraine c) Right-Bank Ukraine d) Western Ukraine

134 134 Education Quality Monitoring 3. People called this person an artel father : а) O. Yurkevych b) М. Levytskyi c) О. Smal-Stotskyi 4. Indicate years of industrial crisis in Ukraine: а) b) c) d) Give definitions: а) Economic crisis b) Cooperative movement c) Syndicate 6. Place facts chronologically: а) Anti-landlord riots of villagers in Poltava and Kharkiv regions b) Beginning of agrarian reform of P. Stolypin in Ukraine c) Establishment of Revolutionary Ukrainian Party (RUP); d) Potemkin battleship revolt e) Beginning of Prosvita in Ukrainian territories around Dnieper river f) Formation of Association of Ukrainian Postupovtsi 7. Define preconditions and causes of revolution in Ukraine 1) Compare program goals of Ukrainian political parties UPP (Ukrainian People s Party) and USDLP (Ukrainian Social-Democratic Labor Party). 2) Prove, that at the beginning of 20th century Eastern Halychyna became the center of national movement.

135 Student Achievements in Humanitarian Disciplines (Ukrainian Language and History) 135 Annex 4 One should leave behind typical evaluation forms to move towards true measurement of achievements and knowledge this is one of the most complicated tasks to introduce in a school. J. Ovks How to Evaluate a Student? 36 In senior school of Ontario province (Canada) students are evaluated according to four categories concerning each course they take. Studying different courses, a student has to develop certain skills, which are used by a history teacher in his course. A teacher should not prepare each task to evaluate all student categories. It is enough to use various types of evaluation, which allow testing all four categories during academic year. It is advisable to formulate at the end of the year a general mark of student s achievements in each category of a given course. In other words, to what extent did a student obtain knowledge and skills, while learning material according to this or that program. Here are these four categories. Knowledge / Comprehension to what extent a student mastered a material (facts, data) and understood it. It is evaluated in the form of texts, short answers, and examinations. Such verification can be both written and oral. This is called a demonstration of learned material and it is easiest to evaluate. Thinking / Search to what extent a student applies deeper thinking, search in studying material. This can be evaluated by offering a student to fill in tables, maps, to write an essay. Using critical thinking a student selects and organizes facts, achieving certain result. At the same time a student reveals skills in searching for information, analyzing and systematizing material. Communication to what extent a student is able to formulate answer on a question (orally or in writing), basing on learned material. A student can write an article, essay, uphold his/her position during debates, actively participate in group classes, present a group for a class. Application of learned material / usage ability to use learned material in a new form is evaluated. Material in a new form may be offered to a student. Other tasks may include writing of a composition, essay, to perform independent research, to analyze an article, to play a role, to compare events of various historical periods with today s events. Each category foresees four levels of successful student evaluation using 100-point scale system. 36 Reprinted on permission of V. Kuryliv. History Teaching Methodic. Manual Lviv, Toronto; Svit, p. 248.

136 136 Education Quality Monitoring Level 1 Unsatisfactory student barely performs a work. Bad knowledge of material and use of skills; poor communication of information; unsatisfactory use of knowledge and skills in other forms % (12-grade system 6). Level 2 Unsatisfactory demonstration of knowledge and comprehension of material, Uses skills; satisfactory communication of information; satisfactory use of material, skills in other forms % (12-grade system 7-8). Level 3 Good knowledge and understanding of learned material, good use of skills, good communication of information; good use of material and skills in other forms % (12-grade system 9 10). Level 4 Very good knowledge of understanding of learned material, excellent use of skills; very good communication of information; very good use of material and skills in other forms % (12-grade system 11 12). These four categories should also be considered during examination, evaluating knowledge, thinking, communication abilities, and skills of knowledge application. A mark lower 50%, or less than 6 points out of 12, does not mean that a student failed to complete a course or a project and cannot go to the next, higher course of history. Final mark is made of final test 30 points, plus 70 points for everyday work, projects and group work. Students, who do not get 50% of points, are destined to have repeated history course. Evaluation in class should vary. A teacher must think what he or she wants to achieve, what results are expected. There are many possibilities for that.

137 Education quality monitoring 137 Iryna POCHECHUEVA, Lyudmyla USTENKO Development of a Healthy Personality: Technology of Complex Evaluation of Student Development at Special Educational Institution # 287 in the City of Kyiv ( ) 1. Executive Summary Integral indicator of social, economic, spiritual, medical and biological well-being of society is health condition of population. The system of education of children and youth is a powerful source for the formation of comprehensively healthy nation. School s mission is to bring up spiritually rich, psychologically balanced and physically trained pupils. It will form a foundation for future generations which will realize their spiritual and intellectual potential for the sake of Ukraine. Unfortunately, according to evaluations of national and international agencies, the health condition of Ukraine s children and youth is critical. Under such conditions it is necessary to introduce comprehensive national program on the improvement of health of young Ukrainians that would include an effective system of diagnostics of comprehensive personality development, which is lacking in Ukraine today. Experience of Kyiv special secondary school # 287 in application of a complex model for comprehensive personality development, presented in this work, allowed us to introduce the following recommendations. Recommendation A. Introduction of complex evaluation technology of student development level. Recommendation B. Establishment of child-friendly environment in general educational institutions. Recommendation C. Implementation of Health Program. 2. Introduction According to the World Health Organization (WHO) research, the health condition of people depends on their lifestyles by 51%; on hereditary characteristics by 17 20%; on environmental situation by 20%; and on the healthcare system by 8 9% 37. The development of healthy society, which foresees continuous protection of a human being during childhood (development of personality, formation of physical and moral health, learning of human and cultural values) is one of the government priorities, established by principal government documents. The Constitution of Ukraine states that the highest social value of the state is human being, his/her life and health. The Law of Ukraine on General Secondary Education (Section 1, Article 5) defines one of the main objectives of secondary education, which is teaching of conscious attitudes to one s health and health of other citizens as the highest social value; development of 37 The WHO Concept Health for All in the 21 st Century.

138 138 Education Quality Monitoring hygienic skills and basics of healthy lifestyles; preserving and improvement of physical and psychological health of pupils 38. Among priority areas of education development, defined by the National Doctrine of Education Development (Presidential Decree No. 347 as of April 17, 2002), is propaganda of healthy lifestyles, promotion of aspiration towards healthy lifestyles among youth 39. Close to ten government programs are directed at propaganda of healthy lifestyles among children and youth. Above all, such programs are Children of Ukraine, Targeted comprehensive program Physical Training Nation s Health, etc. At the same time one may observe gradual worsening of children health condition in Ukraine from year to year. For example, pupil check-up in the framework of information and diagnostics program Shkolyar/School pupil during proved, that 75% of pupils have lower than average level of physical health; 19,5% average and lower; and less than 5,5% higher than average and high level of physical health 40. During the education period there is an increase in the number of children with deviations in health conditions; acute forms of diseases become chronic more often. Among the first year pupils there are up to 30% of healthy children. However, by the end of school there are only 6% of them. From 45% to 50% of secondary school graduates have serious health functional deviations; 40 60% of pupils have chronic diseases (because of such illnesses about 30% of them have limitations in future profession selection). From 20% to 80% of pupils have pathologies in 2 4 organism systems. During the school education the frequency of eyesight and body position disorders increase by 3 5 times; neurophysic deviations increase by 2 4 times. The number of children with myopia is increasing, especially after the fifth year. It is connected with the increase of academic load. In Ukraine in 2002 the level of prevalence of diseases among children younger 14 was 25,6% higher than in The level of prevalence of indigestion and endocrine diseases, blood and haematogenic organs diseases increased by three times; blood circulation system, musculoskeletal system and urogenital system diseases increased twice; digestive system diseases, congenital anomalies and neoplasms increases by 1,5 times. Among general sickness rate the first place is occupied by respiratory diseases, then digestion diseases and the third one by endocrine diseases 41 Having critical situation in health condition of young nation, of special priority is implementation of comprehensive national school program on young Ukrainians health improvement, which would include an effective system of diagnostics of comprehensive personality development, which is lacking in Ukraine today. 38 The Law of Ukraine on General Secondary Education, No as of December 7, Education of Ukraine. Normative and Legal Documents. Lviv. Millennium p National Doctrine of Education Development. Ukrainian Educational Legislation. Collection of Laws. Kyiv, Parlamentske vydavnytstvo publishing house, p V.A. Shapovalova, Use of Computer Information and Diagnostics Health Program Shkolyar in the Work of Healthcare and Educational Institutions (Methodological Recommendations). Kyiv, Zdorovya, p V.M. Bugayov, A.Y. Lahutin, O.G. Rohozhyn, S.S. Kozak. Changes in Health of Ukrainian Population as a Result of Chernobyl Accident: Scales and Mechanisms of Affection; Approaches to Diagnostics and Treatment.-Kyiv, 996. p 168.

139 Development of a Healthy Personality Problem Analysis of the Absence of Complex School Model for Comprehensive Personality Development 3.1. Health Issues and Personality Development Problems in Modern World Today s pupils make up the majority of Ukrainian society s capacity in the 21 st century. These people will have to resolve complicated social and economic, moral and ethical, national and other problems, which concern our society today. Personal health in this context is viewed as a primary condition for successful achievement of current objectives. The problem of community, personality and children health receives a major attention in the world. Various studies are conducted concerning healthcare concept development, elements of this concept, definition criteria and support mechanisms. As any other complex phenomenon, healthcare consists of a number of integral elements, the most important of which (according to research of G.L. Apanasenko, G.M. Zhukova, V.P. Voitenko and other), are physical, social, mental and spiritual components. Table 1. Health Components Physical Social Mental Physical (bodily, somatic) condition of a child, its physical development. This component is deeply and thoroughly investigated and studied Is determined as balanced and effective cooperation between a person and social environment. Its criteria may be a successful affiliation of a person with a certain social group (family, class, community). To ensure successful relations and communications it is necessary to define and to create (if needed) general values. In school it is the level of academic progress. Defines child s development as a personality; ensures its adaptation and mental well-being. Mental health is manifested through balanced mental development and its primary functions. Psychological processes in a child are realized through various feelings and emotions. Real cognition of the world is done through senses, perceptions, feelings, attention, memory, thinking, language. Spiritual It is a peak, which collects all the best in person. Owing to it a human being becomes a personality. During its life a human strives for spiritual development and self-improvement. It exposes through unique combinations: vision of beauty in surrounding world and inside; understanding of essence of the world, etc. Each health component is manifold and multi-component; it can develop only through harmonious combination. Understanding the vital importance of health, the number of young people with low health conditions is constantly increasing. Intensifying of school education processes, peculiarities of ecological and economic conditions requires a specific adaptation from younger pupils organisms. Such adaptation is linked to a static component of educational load with decrease of overall organism resistance to unfavorable environmental factors. Scientific studies show that physical development and motion preparedness of children do not agree with either needs or potential requirements of our society. Today one may observe two spreading tendencies at the level of school education. The first one is dramatic increase of number of children, covered by obligatory education from a very young age with the increase of various types of educational institutions, innovative technologies and methodologies. The other one is spreading of number of somatic and mental diseases in

140 140 Education Quality Monitoring children, decrease of level of education. Thesis concerning priority of actions, directed at child and adolescent healthcare, improvement of functional capacities of their organisms and motion is fundamental for all educational programs and curricula. Unfortunately, very often this thesis is performed at theoretical level only Complex Evaluation Technology of Student Development as a Tool to Ensure Conditions for Healthy Generation Development The question is: how to define, what parameters and criteria to use in defining comprehensively developed and healthy personality? To perform general complex evaluation of personality formation and development in each pupil of specialized foreign language school #287 (Svyatoshyn district, Kyiv 42 ), health and personality development monitoring system was introduced 43. Monitoring in this context is viewed as a complex of diagnostic studies, conducted during a lengthy period. It allows to define dynamics (tendency) of changes in quality and quantity of human health and compliance of individual health level with age norm. Increase, maintenance or decrease of health level is the evidence of compliance or non-compliance of lifestyle, educational or training load with person s individual peculiarities. It also allows forecasting probability and time of disease development, if a person continues such way of living. Understanding of human health-forming factors allows to support or even to increase health level using health-improving systems or adherence to healthy lifestyles. Finding and timely elimination of causes, that impact organism, make it possible for each person to apply various methods of strengthening or renovating health. A necessity to establish a monitoring system for children within school is conditioned by modern requirements towards school: fulfillment of a considerable educational load, ensuring optimal social and psychological adaptation of pupils and preserving high level of their health. Monitoring of pupil health evaluation is based on complexity and system. It makes it possible to forecast child s health condition, to perform current control over health level change dynamics (during academic year or a number of years) and to ensure timely application of correction and rehabilitation methods. It was suggested to conduct personality development evaluation at a certain stage at a secondary school # 287 in Kyiv using quality control method. This means evaluation of pupil personality parameters evaluation. In this case there are five evaluation criteria: The level of knowledge, skills and abilities (average mark for basic courses); The level of creative development (general mark for arts classes, music, creative activity participation in exhibitions, amateur drama, creative thinking, communicative and creative capacities); The level of moral development (responsibility and reliability, self-consciousness, culture of communication, kindness, honesty); 42 Headmaster Іryna Pochechueva. 43 Health and personality development monitoring program was developed on the basis of scientific research by O.D. Dubogai, doctor of pedagogical sciences, professor, head of chair of physical training and health at the O. Drahomanov National Pedagogical University.

141 Development of a Healthy Personality 141 The level of individual mental development (observation, attentiveness, diligence, independence, quickness of thinking); The level of child s physical culture (general nark for physical training, attendance of physical training classes, activity in a class, participation in athletic competitions, the level of compliance with motion age tests to actual age, work with Health diary ). Evaluation uses five-grade scale. In practice teachers, psychologists, parents provide subjective evaluation and register the development level of each child and class according to five spheres, listed above. After analysis of results, a coefficient of child s comprehensive personality development is calculated: C of comprehensive development = Ckn.+Ccr.+Cmor.+Cmn.+Cpt where: C of comprehensive development coefficient of comprehensive development; Ckn. coefficient of knowledge, skills and abilities level; Ccr. coefficient of creative level; Cmor. coefficient of moral development level; Cmn. coefficient of individual mental development level; Cpt. coefficient of physical training development level. Dynamics of child development indexes (their increase or decrease) is an objective evaluation of work of individual teacher and school in general. Specialized general educational institution # 287 performs monitoring from It analyzes indexes of each child; classes participating in the Health program and control classes. It should be noted that indexes during the last four years never dropped below 4,5 points (2000/2001 4,5; 2001/2002 4,5; 2002/2003 4,6; 2003/2004 4,6). The lowest index concerns coefficient of pupils individual mental development level in elementary school, in particular criteria independence and quickness of thinking. Psychological trainings, tests, games, interviews with parents revealed difficulties and problems in this sphere. Hard individual work with each pupil ensured positive results in subsequent years (2002/2003 4,47; 2003/2004 4,51). In 2002/2003 academic year knowledge, skills and abilities level index dropped. Each pedagogue knows that the fifth grade is a transitional, adaptation period in school life. That is why observing an index growth in the sixth grade one may talk about undoubted stability. It should be stated that the highest indexes are physical training development level coefficient. It is explained by the fact that school practically applies author s program Health (by O.D. Duboai). Its goal is to integrate motion and cognitive activities in teaching and education system. Interesting are comparative graphics of comprehensive development and health of children, who study in experimental and control classes. It is seen that control classes figures are much lower (4; 4,2; 4,2; 3,8; 3,7; 4,5). Pupils in experimental classes, whose indexes in certain parameters are lower than 4, make up only 10% and 38% in control classes. 5

142 List of Recommendations Education Quality Monitoring Experience of Kyiv secondary school # 287 in application of a complex model for comprehensive personality development, presented in this work, allowed us to introduce the following recommendations. Recommendation A. Introduction of complex evaluation technology of student development level. Recommendation B. Establishment of child-friendly environment in general educational institutions. Recommendation C. Implementation of Health Program. 5. Description of Recommendations Recommendation A. Introduction of complex evaluation technology of student development level. A school work should be organized in a way that would ensure a single medical, pedagogical and psychological control over pupil development. This service involves a headmaster, his/her deputies, psychologist, physical training teacher, class master (or curator), teachers of elementary classes, school nurse, biology teacher, arts teacher, parents. A research should be conducted in three areas and include: Evaluation of children health in educational process (physical training classes, main courses, arts classes, life security courses; observation of a class master, a school psychologist; testing and talks with a psychologist); Evaluation of children health in extracurricular activities (school events, hikes, athletic competitions, games, sports holidays, parental schooling); Computer processing of monitoring results (input of observation results, processing and making recommendations concerning health maintenance of each child, e.g. recommendations on nutrition, motion activity, correction of psychological condition). Recommendation B. Establishment of child-friendly environment in general educational institutions, which includes moral climate, material basis, optimization of teaching and educational process. To introduce a complex model of comprehensive personality development at the school level it is necessary to create a child-friendly environment, atmosphere of creativity, relaxedness, free communication of kids between each other and teacher, conscious lifecreative attitude to oneself and environment. Also important is application of methodology health-improving pedagogy, which would increase a motion activity of pupils in a family-school system. Also important are conditions of staying in school, in particular, classroom lighting; furniture, which complies with hygienic standards; availability of enough sports grounds, halls, swimming pools, summer rehabilitation/recreation camps. In order to establish such an environment it is necessary to ensure a work of school pupil committee, joint councils of parents, pupils, teachers and scholars, Parents Clubs (like a Be Healthy club). Recommendation C. Implementation of Health Program.

143 Development of a Healthy Personality 143 Development of a Healthy Personality 143 A School of Child Health and Development Morning exercises Morning exercises Joint activities during holidays Dynamic breaks Physical training lessons Health diary Physical minutes Parents Club Be Healthy Health Diary Educational process Parents Camps, hikes Pupils Esthetics Center Rational nutrition Athletic sections Correct day regimen Hobby groups Pedagogical staff Body hygiene Competitions Normal sleep Camps, hikes Control over body position in making homework Holidays of beauty and health Extracurricular Activities Control over walking Games in extended school day groups

144 144 Education Quality Monitoring In order to introduce a Health program (its model is presented at Diagram), a joint decision of pedagogues, parents and pupils is needed. The Health program does not require substantial financial expenditures; it co-exists with all standard educational programs and experimental programs, applied in educational institution. Described methodologies are simple; they can be used for preliminary diagnostics. It is necessary to establish a permanent seminar in a school for teachers, where scholars would explain methodology and practically demonstrate application of physical exercise minutes, breathing exercises, exercises for development of muscles of eyes, neck, shoulders, back, legs; show motion exercises with music or poems, combination of educational material and physical moves. Educational institution requires a cooperation system scholars teachers parents pupils. 6. Conclusion A comprehensive personality development model in schools is effective for maintenance and improvement of physical, mental, moral, intellectual and creative development level on the basis of integrated approach, humanitarization and ecology; content and methods of education, teaching, organization of creative activities in pupils in teaching and educational process. Recommendations, suggested by personnel of specialized secondary school # 287 are developed in the context of UNDP Educational Policy and Peer Education Project for establishing a platform for national quality monitoring system in Ukraine. 7. References 1. Бойченко Т., Колотій Н., Царенко А., Жеребецький Ю., Голі Д., Луцюк Р. Валеологія в школі і вдома. К.: Логос, С (T. Boychenko, N. Kolotiy, A. Tsarenko, Y. Zherebetskyi, D. Goli, R. Lutsiuk Valeology at School and Home, Kyiv, Logos, 1999, pp ). 2. Бугайов В.М., Лагутін А.Ю., Рогожин О.Г., Козак С.С. Зміни здоров я населення України внаслідок Чорнобильської катастрофи: масштаби і механізм уражень, підходи до діагностики і лікування. К с. (V.M. Bugainov, A.Y. Lagutin, O.G. Rogozhyn, S.S. Kozak. Changes in Health of Ukrainian Population as a Result of Chernobyl Accident: Scales and Mechanisms of Affection; Approaches to Diagnostics and Treatment.-Kyiv, 996. p 168). 3. Дубогай О. Д. Інтеграція рекреаційної й пізнавальної діяльності як основа формування здоров я школярів // Матеріали ІV Міжнародного конгресу Олімпійський спорт і спорт для всіх. К.: С (O.D. Dubogai. Integration of Recreation and Cognitive Activity as a Basis for Pupil Health Formation // Materials of 4 th International Congress Olympic Sports and Sports for All. Kyiv, Olimpiyska Literatura, p. 364). 4. Дубогай О. Д., Пангелов Б. П., Фролова Н. О., Горбенко М. І. Інтеграція пізнавальної і рухової діяльності в системі навчання і виховання школярів. К.: Оріяни, С (O.D. Dubogai, B.P. Pangelov, N.O. Frolova, M.I. Horbenko Integration of Cognitive and Motion Activity in Pupil Education and Teaching System. Kyiv, Oriyany, pp. 4 27). 5. Закон України про загальну середню освіту від 7 грудня 2000 р Освіта України. Нормативно-правові документи. Л.: Міленіум. С (The Law of Ukraine of General Secondary Education No as of December 7, 2000 Education of Ukraine. Normative and Legal Documents Lviv, Millennium, p 5 8).

145 Development of a Healthy Personality Законодавство України про освіту. Збірник законів. К.: Парламентське видавництво, с. (Ukrainian Educational Legislation. Collection of Laws. Kyiv, Parlamentske Vydavnytstvo p. 159). 7. Конституція України: прийнята на 5-ій сесії Верховної Ради України 28 червня 1996 р. К.: Преса України, с. (The Constitution of Ukraine. Adopted at the 5 th Session of the Verkhovna Rada of Ukraine on June 28, Kyiv, Presa Ukrayiny, p. 80). 8. Сапуга І. Є. Здорова дитина запорука здоров я нації // Директор школи С (I.Y. Sapuga. Healthy Child Pledge of Nation s Health //Dyrektor shkoly, # pp. 3 7). 9. Цільова комплексна програма Фізичне виховання здоров я нації. К., С. 45. (Targeted complex program Physical Training Nation s Health. Kyiv, p.45). 10. Шаповалова В. Використання комп ютерної інформаційно-діагностичної оздоровчої програми Школяр у роботі закладів охорони здоров я та освіти. (Методичні рекомендації). К Здоров я, с. (V.A. Shapovalova, Use of Computer Information and Diagnostics Health Program Shkolyar in the Work of Healthcare and Educational Institutions (Methodological Recommendations). Kyiv, Zdorovya, p. 94). 11. Шаповалова В. Здоров я дітей наша спільна справа // Директор школи С (V. Shapovalova. Children Health Our Common Business // Dyrektor Shkoly, # 43. pp. 8 9). 8. Annexes Annex 1 Comparative diagram of comprehensive development and health of children in classes 2-А 6-А 5 4,5 4 3,5 3 2,5 2 1,5 1 0,5 0 2-А 3-А 5-А 6-А Coefficient of comprehensive development and health

146 Student 146 Achievements in Humanitarian Disciplines(Ukrainian Language and History) Lyudmyla PARASHCHENKO, Valeriy LEONSKIY Monitoring of Quality of Work of an Educational Institution: Kyiv Business Lyceum Monitoring Model Based on the Complex Information System LECOS 1. Executive Summary The quality of education in Ukraine was declared a national priority, precondition for the state security, guarantee of observing international norms and requirements concerning a human right for education 44. The quality of education is measured by appropriate monitoring procedures system of collection, processing, analysis and dissemination of information to track condition and forecast project s development. Improvement of evaluation system concerning work of educational establishments in general and student academic achievements in particular is on of the fundamental tools to ensure quality of education. In view of certain recent positive changes in this field, for example, introduction of 12-grade evaluation system, experimental external testing of student academic achievements, state attestation of educational institution, an effective model of diagnostics of results, produced by a school is still not elaborated. Monitoring of quality of work of an educational institution requires development of objective criteria, application of appropriate tools, and establishment of adequate procedures, organizational, material and technical provision in other words, objective effectiveness evaluation of school work by both administration and educational authorities requires special tools and technological support. This paper presents a model for performance quality monitoring of Kyiv Business Lyceum; determines the role and place of modern informational technologies in developing tools and procedures of monitoring implementation; reveals capacities of monitoring results application for strategic planning of educational institution development. The experience of Kyiv Business Lyceum allowed introducing the following recommendations to resolve the problem of current absence of innovative monitoring model of work of general educational institution: Recommendation A. Measurement of results according to education standards foresees the substitution of tools and methods, namely, development and implementation of new tools to measure school performance results at the basis of computer technologies. Recommendation B. Dissemination of Kyiv Business Lyceum experience in establishing a system to monitor the work of an educational institution. 44 National Doctrine of Education Development in 21 st Century. Approved by a Presidential Decree as of April 17, 2002.

147 Monitoring of Quality of Work of an Educational Institution Introduction The quality of education is a cornerstone of many educational systems reformation. One of the main elements of ensuring the quality of education is evaluation of school work effectiveness. During the recent years in Ukraine several considerable steps were made in this sphere. The process of student academic achievements evaluation system improvement was launched; experimental implementation of external student academic achievements standardized evaluation was carried out (a project of the Ministry of Education and Science and International Renaissance Foundation); a decision on the establishment of the National and regional testing centers 45 was made; school state attestation was introduced 46. At the same time, approved State Standards of basic and secondary education revealed obvious ineffectiveness of state control system concerning educational institutions work. There is inconsistency between outdated evaluation methods and new educational goals and results, preconditioned by the change of educational paradigm and social needs. Considering all this, there exists a need to improve current situation concerning definition of school performance effectiveness; search of ways to escape drawbacks; development and implementation of new evaluation mechanisms. Scholars and practicing pedagogues conduct active search in this area. During the recent years innovative schools have accumulated certain experience which requires analysis and summarization (school attestation experiments are conducted in Poltava and Kharkiv oblasts under the leadership of G.V. Yelnikova; education quality monitoring is performed in Kyiv, etc.). Kyiv Business Lyceum also developed, implemented and currently applies a successful innovative model of school work quality monitoring. The State Attestation of concerning this model proves high effectiveness of this method. 3. Analysis of Lack of Effective Monitoring Model of Work of a General Educational Institution The main form of government control over school performance is attestation, realized at least once in 10 years in accordance with Procedures of the State Attestation of General, Infant and Extracurricular Educational Institutions, approved by the Order of the Ministry of Education and Science of Ukraine No. 658 as of August 16, Main attestation objectives are: inspection of school s observance of legislative basis and normative acts which regulate education and training; defining the real capacity of educational institution and effectiveness of financial and material resources use for educational system development; defining the level of compliance of student educational level with state requirements and standards. It should be noted that attestation by its content, form, and methods is a new form of government control. It is done through attestation expertise by expert commissions of rayon (city) departments (administrations) of education. A school is evaluated on the basis of indexes of educational activity, foreseen by Tentative criteria of evaluation of general 45 Resolution of the Cabinet of Ministers of Ukraine on Certain Issues of Implementation of External Education Quality Monitoring and Evaluation No as of August 25, Procedures of the State Attestation of General, Infant and Extracurricular Educational Institutions, approved by Order of the Ministry of Education and Science No. 553 as of July 24, Kyiv Business Lyceum is awarded Certificate with Honors, according to the Order of Central Educational Authority of Kyiv City State Administration No. 151 as of April 22, 2004.

148 148 Education Quality Monitoring educational institutions, approved by the Order of the Ministry of Education of Ukraine No. 352 as of June 6, However, one of the most considerable difficulties, faced by administrations today, is practical evaluation of school work. Unfortunately there is no single approach to attestation process. Very often it is viewed as a control and interpreted as a substitution of frontal school inspection, conducted in the past. However, effectiveness evaluation of the school work should base on educational monitoring as innovative tool of effective school administration, since control is only one of many school management functions. Expert commissions of expertise results assessment use different methods, based on quality control approach. It allows quantitative measurements, but it does not ensure systemic approach as methodological administration basis. An important element of attestation expertise (according to Clause 14 of The State Attestation Procedures ) is internal school evaluation so-called self-analysis of educational activities of school during at least 3 years. It contains basic information on material, personnel, educational and methodological provision; organization of teaching and educational process, etc. There is no single methodology to conduct such internal selfanalysis either. Schools themselves select ways to evaluate effectiveness of their own educational work. As a rule, they use descriptive characteristics of school work, supplemented with tables, schemes and diagrams. However, such monitoring model is not technicalized. It makes it difficult to operate data outside school to analyze and determine effectiveness of its performance in comparison with other schools. Educational institution in performing internal monitoring, not conditioned by attestation expertise also has to select areas of monitoring research, to develop criteria and indicators, to process and analyze received data and to make administrative decisions. But it is necessary to acknowledge that not all teachers or even educational institution is able to cope with such a task on its own. So, current system of external and internal school evaluation is still imperfect as a result of certain factors: Undefined (misinterpreted) terminology, which defines indexes of school work evaluation; Non-considering of evaluation of indexes, which prove to be important; Uncertainty of evaluation procedures and obtaining of its results; Different perception of importance values of various indexes be expert commission members and school administration; The lack of single approach to attestation results, and consequently impossibility to compare them with similar school indicators, to track school work effectiveness during a certain period. As a rule, neither expert commissions, nor school administrations have special software to conduct evaluation. Currently program and methodological provision of school attestation is insufficient. It leads to initiation of hapless local frontal inspections. Educational authorities and school administrations require specific methodologies to conduct attestation, as well as models of school performance monitoring, realized through approbated technologies using a specific technical support and software. Innovative model of education quality monitoring, developed by Kyiv Business Lyceum, proved its effectiveness during the state attestation of lyceum. It can be viewed as a considerable step towards the establishment of the national system to monitor the quality of school work.

149 Monitoring of Quality of Work of an Educational Institution Model of Monitoring of Kyiv Business Lyceum Educational Activities As it is well-known, pedagogical monitoring is a system of selection, processing, analysis and storage of information on pedagogical system activities. It ensures continuous and sustainable tracking of its condition, further adjustments of teaching and educational process and prognosis concerning educational system development. In lyceum we developed and implemented an innovative model of quality performance monitoring of school, which had been working successfully for five years (Diagram 1). Use of monitoring implies determination of object (for us it is activity of all educational process subjects) and development of factual data concerning object s condition to ensure its further development. Monitoring in lyceum performs informative, diagnostic, corrective and administrative functions. Objective data and non-partisan analysis can be obtained only if monitoring procedure is being performed by external service. That is why in lyceum we established a department of testing technologies and monitoring of educational quality, which realized monitoring research. TEACHING AND EDUCATIONAL PROCESS Pedagogical councils, lyceum conferences, parent meetings Data collection procedure Data collection procedure Department of testing technologies and monitoring of educational quality MONITORING ELEMENTS Psychophysical condition and readiness to learn The level of acade mic and student discipline The level of knowledge and academic achievements The level of achievements in profile training Curators Teachers, experts, consultants, tutors Parents Current processing procedure Separate elements analysis Final processing procedure Final analysis Implementation procedure Information Internet Parents Planning: defining elements, indexes, terms Lyceum administratio n Adjustment, motivation, stimulating Adjustment, motivation, stimulating Instructions, recommendations, training for pare nts Definition of development areas and strategies Annual report Administrative decisions, actions Diagram 1. Model of Monitoring of Teaching and Educational Quality in Lyceum The main elements of monitoring are: Constituent of organization s monitoring of teaching and educational process. Study of health condition and general functional readiness of students to study in lyceum. We collect data in the following areas: Results of social and psychological checkup of Lyceum students;

150 150 Education Quality Monitoring Indexes of psychophysical development and condition of body s functional systems; Expert evaluation of success and activeness; student attention level; Data of student medical maintenance. Considering results of these monitoring elements we assign students to classes, physical training groups; define their educational and athletic activities, etc. Important indicator of teaching and educational process is the level of academic and student discipline, in particular, each student attendance of classes, presence of encouragements and violations, active participation in lyceum s life. Such information is collected and accumulated on daily basis. Data analysis is made fortnightly; final figures are generalized concerning each student, class and class parallel. A period may vary weekly, monthly, each semester and full academic year. New information is placed at the lyceum website daily. It allows parents to learn about behavior and academic achievements of their child every day owing to the system Internet-Lyceum-Parents. Constituent of academic results monitoring Measurement of student academic achievements is realized through active application of testing technologies: use of standardized assignments, developed by teachers according to unified procedures of evaluation results processing. In addition to entrance, routine and thematic testing by teachers, internal independent director evaluation of student erudition is done thrice a year. For this purpose methodologists of lyceum testing department develop special tests. Separate study is made to determine student achievements level in profile training. Various ratings, experts evaluations and testing are used. All monitoring elements results are gathered during all student academic period and allow to track his/her individual educational trajectory. Constituent of strategic development and prognosis Monitoring results concerning teaching and educational activities of lyceum are discussed during operative administrative meetings, in structural divisions, pedagogical councils and parent meetings. Monitoring data provides objective information to make grounded administrative decisions, to organize corrective work with both students and teachers in order to increase their motivation and pedagogical competence. Systematic evaluation and monitoring forms a basis for planning strategies and ensure school development. Further we will describe Business Lyceum s monitoring model in detail. An important precondition for its realization is implementation of special complex information system Complex Information System LECOS In order to ensure practical realization of monitoring model, Kyiv Business Lyceum developed and introduced a complex information system (CIS), which ensures systematic evaluation and monitoring of teaching and educational process and its results. Complex information system (CІS LECOS ) of our lyceum is a system of collection, storage, and processing of large bulks of varied information concerning educational process organization and individual student performance indexes [4, 7, 7]. To develop and to ensure functioning of complex information system CIS LECOS we undertook a series of organizational actions: Establishment of division of informational and technical support and assistance, a part of which is a department of testing and monitoring of educational quality.

151 Monitoring of Quality of Work of an Educational Institution 151 Development of normative documents (regulations of CIS functioning, appropriate functional responsibilities, attachments to personnel contracts). Constant training of pedagogues on how to use computer technologies and carry out monitoring research procedures. Special attention is paid to explanations concerning system s importance, its dependence from timeliness and quality of submitted data by each staff member. Additional actions were needed to establish appropriate material and technical basis and software to carry out administrative work. Such educational products are virtually absent at the market. So, CIS LECOS is a hardware/software complex. Hardware element is based on lyceum s local computer network. Such network is made up of server to store general data array, work places of individual staff members, computer class for teachers and Internet server. Software is developed by lyceum staff members considering peculiarities of work of various school officials. There are nine functional workstations and two subsystems (Diagram 2). Diagram 2. Structure of CIS LECOS and its Location in the Lyceum Workstation System administrator 1 room 208. Workstation Head of Teaching Department 1 room 213 Workstation Secretary of Studies Department 1 room 213, 1 room 208 Workstation Curator 2 room room 208 Workstation Teacher 6 room 214, 1 room 208 Subsystem Testing 1 room 214 GENERAL DATA ARRAY (Lyceum server) Workstation Headmaster 1- room 105 Workstation Deputy director on Scientific and Methodological work 1 room213 Workstation Deputy director on Profice training 1 room 102 Workstation Registar 1 room 221 Subsystem Parents Internet 1 room 213, 1 room 208 Coordination plan The problem of input of large volumes of information is solved here through distribution of such work between definite staff members according to their functions. Normative documents concerning CIS place an emphasis on information quality and terms of information submission; software interface has to allow quick input of such information. Currently all workstations and both subsystems function in lyceum. New subsystem Coordination plan is being developed. In future we expect to develop such software tools and Student, Doctor, Psychophysical training and others. Workstation Head of Teaching Department [6]. Using Workstation Head of Teaching Department this school official designs a curriculum taking into account different educational programs; distributes positions and teaching load between staff

152 152 Education Quality Monitoring members; makes up tariffing lists; draws up lesson schedules; registers teacher substitutions; prepares monthly timetables for lyceum employees. Workstation Secretary of Studies Department. The most important function of this workstation is maintenance of electronic version of school s alphabetic book. Each student after entering a lyceum is recorded in this book and receives a unique code. This code is linked with all information about a student. Other functions of this workstation include: input of data concerning attendance and discipline violations from teachers record cards; preparation of daily and generalized (for a given period) reports on class attendance and student behavior. This material is extremely important for monitoring. Workstation Curator. Using this workstation a curator of parallel classes maintains all information about students and their parents; inputs data on student attendance and discipline violations; marks student encouragements and pedagogical actions. Workstation Teacher. In this workstation teachers-specialists plan their teaching activities, input marks. This allows analyzing the level of knowledge concerning this or that course. Workstation Headmaster. School headmaster is the principal consumer of information concerning his/her educational establishment. This workstation is a program, which provides answers to the largest number of questions and inquiries concerning lyceum functional areas. In addition, this workstation contains a subsystem, which ensures the work of headmaster s secretary: personnel database, orders regarding staff members, timetables, etc. Workstation Deputy Director on scientific and methodological work. This workstation supports the work of deputy director on scientific and methodological work: personal work plans and teacher work plans, control over planning and reporting documents, analysis of course teaching progress, report preparation, etc. Workstation Deputy Director on profile training. This workstation is intended to improve the functioning of primary administration training department organization and holding of extension courses, lyceum games, disputes, etc. Workstation Registrar helps to accumulate, systematize and ensure easy access to various types of documents: plans, reports, creative developments of teachers and students, etc. Testing subsystem. For several years the Kyiv Business Lyceum conducts a research concerning introduction of scientifically grounded testing of student knowledge level as a local system for secondary general educational institution [3, 3]. Testing system has the following features: Form of testing organization blank, with computer processing of results; Form of base storage of testing materials computer, with printing on paper (test bank); Number of courses subject to testing 15; Volume of testing assignments base 8979; Results processing computer, with analysis of both results and quality of test materials; All works concerning organization and holding tests are performed by lyceum s structural division called testing department. Data flows in the process of department s activities are shown in Diagram 3.

153 Monitoring of Quality of Work of an Educational Institution 153 Diagram 3. Data Flows in Testing Department Teachers Administration, chairs Database TASKS Database TESTS Test bank on paper Database RESULTS Testing Department STUDENTS Lyceum staff members developments using testing technologies were distributed among secondary schools of Ukraine within the framework of Pilot Schools project, implemented by the Institute of Educational Means of the Academy of Pedagogical Sciences of Ukraine. Subsystem Parents-Internet is intended to inform parents about current and generalized condition of their children attendance, behavior and academic achievements. Our system allows to prepare quick and regular express-reports (by the end of workday) on each student and to place them in lyceum website (Diagram 4). Diagram 4. Sample of Daily Express-report for Parents Such information is confidential and is accessible to parents only with password use.

154 154 Education Quality Monitoring Monitoring of Organization of Teaching and Educational Process It is obvious that such aspect of final result of school s work as the quality pf students knowledge depends on how students attend classes and how hard they work during lessons. If some students does not attend classes or often disrupts discipline, we cannot talk about the quality of his/her knowledge. Every teacher knows that. In order to build correct work with each student (either concerning discipline of comprehension of this or that course), we developed, implemented and perfected a technology of monitoring of such indicators of teaching and educational process as class attendance and violations of educational discipline. The following types of monitoring were defined: 1. Routine, with comparison of current results with summarized results of previous periods. 2. Final, with comparison of results of previous period. Optimal period for routine monitoring of such indicators is a two-week period; final monitoring period six months and a year. Complete yearly monitoring schedule consists of 18 stages and looks as follows (Diagram 5). Diagram 5. Yearly monitoring schedule of individual indicators of teaching and educational process

155 Monitoring of Quality of Work of an Educational Institution 155 Diagram 5. Yearly Monitoring Schedule of Individual Indicators of Teaching and Educational Process Lyceum s appropriate normative documents clearly define procedures for each monitoring type and stage. Routine monitoring procedures Types of activities Terms Performers 1. Obtaining indexes (individual and class) on attendance and discipline violations during a certain period; preparation of initial draft document 2. Analytical processing of results (students, classes, lyceum) 3. Discussion and decision-making on monitoring results concerning student attendance and discipline violations From to of the first Monday after completion of planned term From to of the first Monday after completion of planned term From to of the first Monday after completion of planned term Administrator of CIS LECOS Methodologistanalyst Head of department of state education standard 4. Informing students and parents on decisions made Students lyceum meeting on the first Tuesday after completion of planned term; parents via curators or through Parents-Internet system Head of department of state education standard 5. Analytical processing of results on class attendance and student violations (concerning curators, teachers) From 9-00 to of the first Tuesday after completion of planned term Methodologistanalyst 6. Analysis of results of student attendance and discipline violations and making a decision concerning curators and teachers During the meeting with headmaster participation on the first Tuesday after completion of planned term Lyceum headmaster 7. Informing curators and teachers on decisions made Tuesday Wednesday after completion of planned term Studies department 8. Input of data concerning decisions about students to CIS Tuesday Wednesday after completion of planned term Class curators Final monitoring procedures

156 156 Education Quality Monitoring Types of activities Terms Performers 1. Obtaining indexes (individual and class) on attendance and discipline violations during a certain period; preparation of initial draft document Stage #8 first day after completion of semester; stages # first day after completion of academic year 2. Analytical processing of results Stage # first decade of January; stages # first decade of June 3. Discussion of results and making administrative decisions 4. Informing staff members on decisions made Stage # first decade of January; stages # first decade of June During final pedagogical councils Administrator of CIS LECOS Methodologistanalyst Lyceum headmaster, heads of departments Lyceum headmaster Analysis of results and decision-making As an example of analysis, we will give a standardized final document for second monitoring stage of current academic year data on first two weeks of October and their comparison with data of two prior weeks (Attachment 1). Using this data, a Lyceum administration has a possibility: 1) to determine real condition of class attendance, presence of encouragements and discipline violations both for classes, class parallels, lyceum in general and each student in particular; to track dynamics of changes during a period under review; 2) to define causes and to determine alert zones concerning students and staff members; 3) to make well-grounded administrative decisions concerning students and staff members (curators, teachers) Monitoring of Student Academic Achievements Level One of the most efficient ways to measure the level of student knowledge and achievements is testing. This method uses same approaches concerning large number of individuals with statistical processing of results and defining mark standards. Its application allows quick and reliable measurement of the knowledge level and ensures necessary administrative decision-making to improve the level of education. That is why objective indexes of student knowledge level in our lyceum are obtained through testing. Accumulation of data according to such indexes and their comparison is performed via testing subsystem of CIS LECOS. During the last three years in lyceum we use three types of standardized testing: 1) continuous terms and content of educational materials deal with certain parts of learned theme; it is determined by a teacher according to educational necessity; 2) thematic content of educational material covers one or several themes; terms are defined by a teacher according to calendar and thematic planning; thematic testing is obligatory I thematic evaluation; 3) director conducted according to lyceum administration plans three times a year: in September (diagnostic), in December (semester) and in April (yearly).

157 Monitoring of Quality of Work of an Educational Institution 157 If first two types of testing are elements of educational process management and teachers level, the third type (director testing) is an element of overall control and management of educational process at administrative level. Peculiarities of director testing organization Director testing has three peculiar features. First. Testing is performed not according to individual courses, but using complex tests according to groups of related courses. Testing complexes are selected as follows: 1) humanitarian Ukrainian language and literature, foreign literature, history of Ukraine, world history; 2) mathematics algebra, geometry, information science; 3) natural sciences biology, geography, physics, chemistry; 4) foreign languages English language, second foreign language. The number of tasks for each course in complexes during director testing time is defined as follows: Time 1. Humanitarian 2. Mathematics 1 st halfpair, 40 min. 2 nd halfpair, 40 min. History of Ukraine 20 tasks World history 20 tasks Ukrainian literature 15 tasks Ukrainian language 15 tasks Foreign literature 15 tasks Geometry 15 tasks Informational science 20 tasks 3. Natural sciences Biology 20 tasks Chemistry 20 tasks Algebra 25 tasks Geography 20 tasks Physics 20 tasks 4. Foreign language English language 50 tasks Second foreign language (or additional English course) 50 tasks Second. This peculiarity lies in the fact that terms for holding all director testing and volumes of educational materials for testing are pre-determined in annual schedule (Diagram 6: H, M, N and F first letters of corresponding course complexes):

158 158 Diagram 6. Yearly Schedule of Director Testing Education Quality Monitoring H humanitarian M mathematics N natural sciences F foreign languages Third peculiarity of director testing is introduction of external element, independence form staff members. In this case a subject of control is both the level of student academic achievements and quality of teacher work. That is why in preparation of testing materials teachers only recommend inclusion of testing assignments that comply with volumes and content of educational material, mastered by students by the moment of testing. Tests themselves are developed by members of testing department on the basis of testing tasks, suggested by teachers (with 1.5 excess). It ensures certain closeness of tests from teachers. Evaluation of results of director testing Broad and mass use of testing technologies requires a considerable attention towards interpretation of testing results in comparison with traditional knowledge control methods. Our 5-year experience of holding testing demonstrated, that tests work more strictly, since they require more concrete knowledge in different areas then regular questioning and control papers. That is why we developed a scale of evaluation of difference between testing results and marks in class registers (Diagram 7).

159 Monitoring of Quality of Work of an Educational Institution 159 Diagram 7. Scale of Evaluation of Difference Between Testing Results and Marks in Class Registers PAY: attention special attention -2,5-1,5 Mark +0,5 +1,0 in class register Reasons for a substantial difference between testing marks and class register marks (testing mark is 2.5 points lower or 1 point higher) are as follows: 1. Violation of testing procedure. 1.1 Prior familiarization of students with testing materials. 1.2 Teacher assistance in testing process. 1.3 Exchange of information between students during testing. 1.4 Inappropriate time distribution for testing. 2. Inconsistency of testing materials with the level of subject teaching requirements. 2.1 Inconsistency of educational material content. 2.2 Overstated complexity of testing materials. 2.3 Understated complexity of testing materials. 2.4 Inconsistency of volume of testing materials with volumes of learned materials. 3. Inconsistency of class register marks with the level of student academic achievements: overstated or understated marks. As we see, in order to make certain administrative decisions according to testing results it is necessary to ensure reliability of results. First of all it requires quality preparation of testing materials by a teacher and department s methodologist and ensuring precise testing procedure. To make reading and analysis of testing results more clear, we use a technology of semaphore tables, where marks are highlighted in color: 6,5 points or less red (alert), between 6,5 and 7,5 points yellow (attention), 7,5 points and more green (norm). Correlation between color range and 12-grade scale is indicated in Diagram 8. Diagram 8. Distribution of Colors on 12-grade scale Red Yellow Green 6,5 7,5 1 low 3 average 6 sufficient 9 high 12 Analysis of results and decision-making According to director testing results a Department of testing technologies prepares an analytical note, which contains general results table (Diagram 9), individual results of all students (Diagram 10) and table of teacher work quality evaluation (Diagram 11). General results table of director testing in grades 8-10 in april 2004

160 160 Education Quality Monitoring Diagram 9. A Sample of Final Document General Results Table of Director Testing Diagram 10. A Sample of Final Document Results of Director Testing of a Class Class Index 8-A TEST Register Difference History of Ukraine World history Foreign l iterature Ukr. Literature Ukr. language Humanitarian Algebra Geometry Maths Biology Geography Physics Chemistry Natural Total Diagram 11. A sample of a Final Document on Compliance of Director Testing Results with Class Register Marks

161 Monitoring of Quality of Work of an Educational Institution 161 Analysis of teacher compliance (with sorting of results) Teacher Erudition level according to tests Compliance with class register I.L. Pishchanska 9.86 high High level of register 8.23 index is confirmed V.O. Slukhai 9.55 high High level of register 8.05 index is confirmed M.M.Hrynevych 7.73 high Average level of register 7.49 index is confirmed L.M.Onishchenko 7.52 high High level of register 8.40 index is confirmed L.V.Rozborska 7.50 high High level of register 8.49 index is confirmed M.S.Lavinskyi 7.49 average Average level of register 7.40 index is confirmed O.P.Pinchuk 7.34 average Average level of register 7.33 index is confirmed V.G.Panchenko 7.01 average High level of register 8.28 index is confirmed S.A.Kryvoshapova 6.59 average High level of register 8.52 index is denied On the basis of director testing a lyceum administration 1) determines actual condition of educational process according to main indicators and dynamics of changes during a period under review; 2) defines alarm zones concerning the quality of teacher work, the level of student knowledge and academic achievements, defines reasons and causes; 3) makes appropriate grounded administrative decisions concerning improvement of student education and teacher work. In addition, testing results provide a grounded basis to organize targeted corrective work with both students (additional classes on separate topics, individual consultations on certain issues and themes), and teachers. Condition of teaching is discussed during chair meetings; ways to improve teaching process and pedagogical skills are defined. Systematic accumulation of data stimulates teachers to professional development, search and implementation of effective methods, etc Strategic development and prognosis Practicing pedagogues and scholars, who study evaluation issue, stated during conferences and seminars 48, that school monitoring is mainly directed at processing of obtained data and it does not perform its dominant administrative function, meaning adjustment and forecasting of results, definition of school development strategy. 48 Seminars within UNDP project Educational policy and peer education in Kyiv, Lviv, and Dnipropetrovsk.

162 162 Education Quality Monitoring Continuous monitoring evaluation concerning teaching and educational process allows new approach towards the school work planning process and involvement of all educational stakeholders in drafting the development strategy. According to the Instruction of business documentation maintenance in general educational institutions of І-ІІІ levels, academic year curriculum is one of fundamental documents. But in practice even the best school annual (coordination) curriculum, drafted before academic year, in most cases is a strategic, descriptive, dead document. It does not consider current state of affairs (new events, adjustment or cancellation of planned events); realization of certain adjustment administrative actions during the academic year. Analysis and scientific literature demonstrated: the majority of authors believe that considering a need to improve annual planning of GEI activities, it is necessary to view it in terms of systemic approach as methodological basis for management and application SІТ [4]. Kyiv Business Lyceum designed, developed and implemented a software application called Coordination plan as a component of complex informational system LECOS. It is installed in workplaces of all heads of departments. It ensures basic requirements towards realization of lyceum coordination plan as a live document of common action platform for all participants of teaching and educational process. Dynamic planning and control (specification of planned activities, creation of new ones) is undertaken throughout academic year; obtaining efficient work plans is done weekly and monthly. We agree with G. Yelnikova [1] conclusion, according to which it is impossible to separate administrative information system from decision-making process during the monitoring process implementation. Monitoring itself is an element of informational provision system for competent administrative decision-making. Administrative influence in our lyceum is applied to improve the quality of teaching and educational process. The only way to improve the level of schooling is to encourage teachers to develop their pedagogical skills; they should consciously and systematically introduce their own ideas and those of their colleagues. School development is what evaluation is intended for (D. Hopkins [2]). 4. List of Recommendations The experience of Kyiv Business Lyceum allowed introducing the following recommendations to resolve the problem of current absence of innovative monitoring model of work of general educational institution: Recommendation A. Measurement of results according to education standards foresees the substitution of tools and methods, namely, development and implementation of new tools to measure school performance results at the basis of computer technologies. Recommendation B. Dissemination of Kyiv Business Lyceum experience in establishing a system to monitor the work of an educational institution. 5. Description of Recommendations Recommendation A. Measurement of results according to education standards foresees the substitution of tools and methods, namely, development and implementation of new tools to measure school performance results at the basis of computer technologies. Such tools include: Local systems of school testing, which should be scientifically grounded and should apply Ukrainian and international experience of testing technologies implementation;

163 Monitoring of Quality of Work of an Educational Institution 163 Systems of accumulation and processing of current information on different areas of school work; Methods of analysis of various indicators and evaluation of school work according to both individual components and general school activity. This recommendation concerns formation of the state order to scientific institutions concerning monitoring research technologies and methods development; business structures will receive an order to develop appropriate software. Recommendation B. Dissemination of Kyiv Business Lyceum experience in establishing a system to monitor the work of an educational institution. This recommendation is based of successful approbation of innovative model of monitoring of Kyiv Business Lyceum work quality. It can be viewed as a basis for establishment of national educational quality monitoring system. To organize efficient monitoring of school performance quality we introduce a set of organizational, technical and administrative actions: Development of normative documents on work organization; Formation of modern material and technical basis; development of software; Establishment of local computer network to introduce complex information system as a principal monitoring tool; Training of pedagogical staff to use computer information system (special attention to student academic achievements testing subsystem); Establishment and systematic update of testing assignments database on all courses to evaluate the level of student knowledge and achievements. To introduce such monitoring element as student knowledge and academic achievements measurement system on the basis of testing technologies in other educational establishments, there are three options: Testing materials database and tolls for result processing (application software) are handed over; such option is expedient if subject area of a new school fully agrees with ours; A full package of testing system functions is handed over to educational institutions which have financial capacities to support a system and their subject area is different from ours; The third option is intermediate between the other two: the lyceum remains a leader in terms of realization of testing and results processing organization process, while the other ( accompanying ) school is responsible for settling issues of subject testing it develops its own testing assignments database. While selecting a monitoring research method (measurement or expert evaluation) in administering teaching and educational process we believe the first option should be given a preference. Lyceum s experimental work in the field of monitoring of school s educational quality proves that direct measurement results are easier to process statistically; it also allows a considerable automation in collecting, processing and analyzing data, ensuring the highest level of results objectiveness. Association of schools, that would use our system, makes it possible to organize district or city center to use modern technologies for quality control of student knowledge and training of specialists. Such school network may become a first unit in the national system of standardized control over knowledge and achievements level among students of grades 8-11 of secondary schools.

164 164 Education Quality Monitoring Offered policy options require further broad discussion with scientists, educator community, businesses (development of computer software) to find effective ways of their implementation. 6. Conclusion Experimental work of Kyiv Business Lyceum in the area of development and implementation of a school work quality monitoring system proves an importance of systematic evaluation of educational activity to provide reliable information for routine administrative decision-making, to ensure school development and to track student individual educational trajectory. Summarizing all these, we state that educational monitoring has several peculiar features: It is a systematic process, not just reflection of information; It is objective, independent information about conditions, functions, goals and effectiveness of work of all educational process subjects; Internal school evaluation is a collective activity, involving all educational stakeholders; it increases responsibility of each participant for the final result of school work; Evaluation results form a basis for performing effective school management, directed at strategic development and educational quality improvement. These is no doubt that necessary condition for systematic monitoring in secondary educational institutions is fundamental renovation of their material and technical basis provision of technical and program tools to use modern informational technologies. 7. References 1. Єльнікова Г.В. Атестація загальноосвітніх навчальних закладів в Україні: передумови, зміст, експеримент. Науково-методичний посібник. Харків: Гімназія, с. (G. V. Yelnikova. Attestation of General Educational Institutions in Ukraine: Preconditions, Content, Experiment. Scientific and methodological manual. Kharkiv. Gimnaziya, p. 160). 2. Гопкінз Дейвід. Оцінювання для розвитку школи. Пер. з англ. Галини Вець. Львів: Літопис, с. (David Hopkins. Evaluation for School Development. English translation Halyna Vets. Lviv, p. 256). 3. Леонський В.Д., Лавінський М.С., Паращенко Л.І. Організація тестування у загальноосвітньому навчальному закладі. Київський міжрегіональний інститут удосконалення вчителів ім. Б. Грінченка. К., с. (V.D. Leonslyi, M.S. Lavinskyi, L.I. Parashchenko. Organization of testing in General Educational Institution, Kyiv Interregional Institute of Teacher Development named after B. Hrinchenko. Kyiv, p. 72). 4. Лунячек В.Е. Елементи технології управління сучасною школою: Наук.-метод. посіб. 4-е вид., доп. Х.: Гімназія, с. (V. E. Lunyachek. Technology Elements of Modern School Management Scientific and methodological manual, 4 th edition, supplemented. Kharkiv, Gimnaziya, p. 112). 5. Паращенко Л.І. Жити і вчитися в Україні // Практико-орієнтований посібник. К.: Веселка, с. (L.I. Parashchenko. To Live and to Study in Ukraine // Practical manual. Kyiv., Veselka, p. 178).

165 Monitoring of Quality of Work of an Educational Institution Паращенко Л.І., Леонський В.Д. АРМ завуча школи вдосконалюється // Комп ютер у школі та сім ї С (L.I. Parashchenko, V.D. Leonskyi. Workstation of School Teaching Department Improved // Computer for School and Family No2.- pp ). 7. Паращенко Л.І., Леонський В.Д. Інформаційні технології в управлінні ліцеєм // Комп ютер у школі та сім ї С (L.I. Parashchenko, V.D. Leonskyi. Information Technologies in Lyceum Management // Computer for School and family No.6.- pp ). 8. Стратегія реформування освіти в Україні: Рекомендації з освітньої політики. К.: К.І.С., с. (Reform Strategy for Education in Ukraine: Educational Policy Recommendations. Kyiv, К.І.S., p. 296).

166 Student 166 Achievements in Humanitarian Disciplines(Ukrainian Language and History) Olena BAYNAZAROVA Efficiency of Method Service Work: Monitoring of Method Service Activities in Kharkiv Oblast ( ) 1. Executive Summary Reforming the existing system of education implies implementation of new approaches in the pedagogical theory and practice. The traditional model of pedagogical activities, where preference was given to controlling functions, is not capable of being vital and is not suitable for improvement and self-improvement under the changing conditions in the course of the rapid development of the society. Numerous activities of method agencies in in-service teacher training institutions, regional (town) education departments, general educational establishments urge a durable search of rational approaches to assessment of success made in respect of achieving the goal set, and taking rational decisions quickly. However, controlling functions over objects of study reign within the traditional approach to assessment of performance of method agencies today. This does not take into account changes in the environment; neither does this apply correcting procedures, that is the procedures for assessment of performance of method agencies are not sufficiently efficient. That is why it is up-to-date to discover such technologies, offering an opportunity for not only assessment of an object of study, but also to direct its transformations at reaching the required degree of development. Research made by the staff of Kharkiv regional science and method institute of continuous education (KRSMICE) during , gives an opportunity to offer such recommendations to improve performance and monitoring of method agencies in the region: Recommendation A. In a centralized manner, development of basic qualimetric models of unified pattern. Recommendation B. Elaboration of a monitoring model for activities of method services, based on their interaction. 2. Introduction Development of the economy and democratization process, taking place in all spheres of social relations causes social transformations in the Ukrainian society in relation to school, urging the necessity to reform the national education system. Reconsidering priorities, forming a new pedagogical mentality, targeting the processes in the society at satisfying individual s requirements, adopting an education and upbringing paradigm targeted at an individual, fostering integration of the Ukrainian education system into the world education system are targeted at elaborating the domestic pedagogical theory and practice, at enriching scientific research with results to disseminate new original ideas, designing and applying modern pedagogical technologies. It seems impossible to imagine disseminating educational innovations, without reviving the pedagogical system and implementing principally new management approaches. The traditional controlling model seems to be incapable of reacting to quick changes that occur in the environment instantly, it does not facilitate the improvement and self-improvement of the pedagogical system.

167 Efficiency of Method Service Work: Monitoring of Method Service Activities in Kharkiv Oblast) 167 For this reason, it is considered actual to create a principally new model today, allowing flexible management of pedagogues performance based on accompanying assessment, current correcting and forecasting. The National Doctrine of Educational Development contains this innovative development strategy, where the following necessities are emphasized: to create systems for monitoring efficiency of management decisions and their impact on the quality of educational services on all levels; to optimize state governance bodies, to decentralize governing; to redistribute assignments and responsibilities among the central and local bodies of executive power, as well as among the local self-governance bodies and educational establishments; to merge state and public control; to implement modern information management and computer technologies. 49 Thus, the society and the state view effective mechanism of control and assessment as one of prerequisites for strategic development of method agencies. Being in the vanguard of transformations in the education system, these not only clarify the essence of the pedagogical innovations and facilitate their dissemination, but also put new pedagogical ideas to practice, test new models of pedagogical systems as to efficiency. 3. Analysis of the Issue of Inefficient Assessment of Method Agency Performance The Traditional Approaches to the Organization of Activities of Regional Method Agencies. The following normative documents regulate performance of method agencies, which improve qualifications of pedagogues in the region: the law of Ukraine On Education No 100/96 Verkhovna Rada of ; the law of Ukraine On Secondary Education No 651-ХІV of ; The National Doctrine of Development of Education. The Decree of the President of Ukraine of No 347/2002; Provisions on the district (town) method bureau. Order of he Ministry of Education and Science of Ukraine (MESU)No 72 of ; Provisions on educational establishments. KMU regulations No 964 of ; Profile education concept in the secondary school. Regulation of MESU council No 10/12-2 of Method activities are viewed as a part of continuous educating of pedagogues, which is aimed at mastering the most rational education and upbringing methods by the latter; raising the level of general didactic and method skills in pedagogues, aimed at organizing and performing education and upbringing, as well as sharing experience. The peculiarity of methods lies in that it currently rests on the scientific base, as well enhancing scientific potential in pedagogues, assisting pedagogues in the determination of precise theoretical ideas, in providing scientific justification for the selected education methods. For this reason, method work has to be defined as both scientific and methodological. 49 National Doctrine of Development of Education. Section X. Education management. II All- Ukrainian congregation of education sector employees. K., P

168 168 Education Quality Monitoring Method agencies of the Institute of In-Service Teacher Training (IISTT) District (town) method bureaus District (town) method associations Method agencies of general educational institutions School method associations Teacher Taking into account multi-level structure, today it is important to coordinate activities on all levels of method agencies to fulfill the common tasks of the education reform in Ukraine. Analysis of performance of method agencies in the region gives an opportunity to define different approaches to understanding of their role in a general education process. That is: 1. Scientific method is viewed as a part of raising a qualification level of teachers and the work is carried out mainly in the period between the courses. 2. Scientific method is viewed as an organizational structure component of managing the education system and of control. 3. Scientific method is viewed as a structural link in the system of continuous education. All these approaches give a wholesome picture of the contents and the structure of scientific method, yet each of them taken separately has certain drawbacks. The other approach takes into account only one side of the scientific method, i. e. organization and control. At the same time, such an important factor as pedagogues need for constant self-improvement, self-realization, that is an individual aspect, is also taken into account. The third approach takes into account all aspects of activities of scientific method participants, however, these actions require specification. One more problem associated with the organization of scientific method appears in the regions, having a big number of administrative units. This directly concerns Kharkiv region, having 27 districts, 6 towns of regional subordination, and 9 districts of Kharkiv city, having 1007 educational establishments. Correspondingly, 42 method bureaus are

169 Efficiency of Method Service Work: Monitoring of Method Service Activities in Kharkiv Oblast) 169 active in the region. In this situation is it especially actual to coordinate the activities between method agencies of same level of subordination, establishing horizontal links among them Practice and Perspectives of Development of the System of Assessment of Performance of Method Agencies The traditional system of the scientific method, existing in the region, caused the following problems in the functioning of method agencies: absence of both a pattern of activities to be taken by structural units, and vision for their unwinding; insufficient number of method bureaus, capable of diagnosis and monitoring; absence of criteria for effective performance of method agencies, as well as assessment mechanisms. Traditional assessment of scientific and method performance of structural units lies in determination of the extent of fulfilling responsibilities on the job description by employees. Functional responsibilities of assessment lie either with a head or with a controlling body. Although optimal for administration of activities, such assessment system unfortunately seems to be unsuitable in the cases, requiring immediate corrections and taking rational decisions quickly. As a consequence, planning of further work is carried out using a traditional scheme, and the goal and the tasks are defined formally. In contrast to the traditional system, the new one has to be based on other premises. In the first place, it has to embrace all fields of activities of a subject of assessment, in the second place, it has to take into account the changes, taking place in its surroundings and provide an opportunity to make corrections correspondingly. Thus, further work planning is carried out based on diagnosis, corresponding to level of identification of clearly defined indexes. The goal and tasks of the actions are well-defined and reflect the degree of development of the structure. Preference should be given to self-assessment. Thus appears the necessity for creating a system of indexes, which would provide an opportunity to make a quantitative assessment of qualitative development in the subject of observation. At the same time, the following requirements both to these indexes and to the process of their assessment should be taken into account: precision of assessment criteria, their being to the point and clarity, possibility of quantitative assessment for each of them; completeness of the system of criteria, covering all fields of activities; cyclic assessment, tracing actions in the course of all the reported period; flexibility of the assessment process, its implementation in compliance with changes in work priorities. Assessment of actions, based on monitoring procedures corresponds to implementation of the above-mentioned approaches. Creating of basic patterns for actions, grounded on qualimetric principles and providing an opportunity to assess quality transformation using quantitative methods are viewed as perspective measures The Concept of a Regional Monitoring Model The tendencies of the development and problems, existing in the system of scientific method of the region at the current stage of development of education, urge the necessity for taking measures to increase the effectiveness of work of method agencies, the most actual of which are:

170 170 Education Quality Monitoring creating a system of monitoring of performance of method agencies, including a developed regional network; providing justification for a system of indexes to assess method agencies performance on all levels (regional, district (town), school); elaborating objective procedures and assessment technologies, which would ensure obtaining authentic and comparable data training of pedagogical staff for putting monitoring procedures into practice In connection with the above-mentioned in the context of quality development of pedagogical systems a necessity appears to develop a monitoring model in the regional system of scientific method on all levels of education management, based on a principally new management mechanism, which would take into account innovative approaches and apply strict criteria to assessment of the results of transformations. The monitoring model in the regional system of scientific method has to be applied in the region on all the three levels of education management, and it has to embrace all fields of method agencies activities. Implementation of this model requires designing technology of the monitoring procedures, including the following stages: analysis of structural units actions; determination of criteria for assessment of performance of method agencies and their justification; diagnosis of work of method agencies; correction and forecasting of method agencies performance. Implementation of a new technology for assessment of method agencies performance envisages creating a monitoring system, based on qualimetric approach. Qaulimetry (from Latin quails quality, metro to measure) is a field of science, studying and applying quantitative assessment methods to assessment of products quality. One of the principles of qualimetric approach takes into account interrelation between the qualities of both complex and simple properties of an object. Such approach assumes designing basic factor-criterion of activity models, which are designed applying the following algorithm: 1. Define the factors (fields) of activities through decomposition of the general goals. 2. Define the criteria (components) of activities though decomposition of factors (fields) of activities. 3. Define the value of each factor (field) and of each criterion (component) of activities, using the expert assessment method. 4. Design a model of activities. 3.4 Expertise in Applying the Monitoring Model of Method Agency Activities, using the Basic Patterns of Qualimetric Models in Kharkiv Region A monitoring model is a model, assuming a feedback mechanism and instruments for correcting possible deviations from the expected results. A factor-criterion modeling is a modeling, where complex properties of an object are presented in a form of factors, and each factor is presented as a combination of simple properties of criteria. In factor-criterion modeling the first order properties are decomposed into the second order properties. This is demonstrated by ascertaining the factors, influencing development

171 Efficiency of Method Service Work: Monitoring of Method Service Activities in Kharkiv Oblast) 171 of an object. A factor (from Latin factor the actor), is a precondition, a driving force, causing a process and defining its character. Factor-criterion modeling describes each factor in a form of a combination of simple properties, i. e. criteria. A criterion (from Greek criterion) is a basic quality for assessment, definition, or classification; it is a simple property of an object. In this way, a factor-criterion model of an ideal condition of an object is designed, and it makes a base for complex evaluation of the current situation, and further development is forecasted on the ground of assessment conclusions. EXCEL spreadsheet program is used to calculate results, to make diagrams, to draw conclusions and to make programs for introducing corrections for further improvement. As of today, 24 qualimetric models have been designed in the region: 4 models for KRSMICE structural subdivision activities (Annex 1-2), 8 district (town) method bureaus (Annex 3); 12 method agencies of general education establishments (Annex 4) More than a thousand pedagogues of the region were engaged in this process. Putting these models to practice proved their high efficiency, facilitated improving the level of organization of method work in the region, confirmed the assumption about applying qualimetric measurements for carry out effective assessment, and it allowed offering general recommendations to enhance effectiveness of the above-mentioned procedures: 1. Creating a scientifically justified system of indexes (factors, criteria) of actions of structural subdivisions for post-graduate education, district (town) method bureaus, method agencies of general educational establishments. 2. Monitoring method work by all performers based on the designed basic qualimetric models. 3. Comparing the results of monitoring with the results of periodic external assessments. 4. Planning further actions, taking into account degree of correspondence of the actual results to the planned results. 4. List of Recommendations Based on the results of research, we propose the following recommendations aimed at improving and assessment of performance of method agencies in the region, applying basic models of their actions through qualimetric measurements: Recommendation A. In a centralized manner, development basic qualimetric models of unified patterns. Recommendation B. Elaboration of a monitoring model for activities of method services, based on their interaction. 1. Description of Recommendations Recommendation A. In a centralized manner, development basic qualimetric models of unified patterns. Designing basic qialimertic models of the same pattern has to be assessed by the institutions of post-graduate pedagogical education, envisaging: a) Defining major functions and fields of scientific method, justification of the notions monitoring, education monitoring, adopting its main purpose and tasks. Modernization of scientific method implies reconsidering its functions. The following functions are up-to-date:

172 172 Education Quality Monitoring diagnosis, including expertise, analysis, reflection, assessment, monitoring; education and organization, including informing, correcting, renewing, consulting, scientific achievements, experiments, developing a regional education component; coordinating: assistance to reforming processes, supporting innovations, spreading progressive pedagogical experience, orientation to the future; creative-modeling: designing, developing complex and target programs, modeling. In this context, monitoring is viewed as a means for producing new information, constant tracking of the process, a ground for amending decisions. Monitoring of education is viewed as a system of organizing, collecting, preserving, processing, and distributing of information about pedagogical system activities, continuous monitoring its condition and prognosis of its development. b) Developing of basic models for performance of method agencies in the region by institutes of in-service teacher training (IISTT) This recommendation is based on the fact that activities of a separate structural unit are a component of work of regional method service. In this case, the system of activities of method agencies is viewed as a wholesome, dynamic, and open. At the same time, centralized development of the recommended basic model of activities is envisaged for all levels of education management. Designing models for the IISTT method structures performance should be guided by the Statutes of the Institutions and by the Provisions about activities of the structural divisions. The main fields of activities are defined in the Provisions and they will form the basis for the factors (fields of activities). Provisions the District (town) Method Bureaus are a guide for design of the models of activities of the district (town) method agencies. In this case, also the main fields of activities of regional method agencies, given in the Provision in effect, will form a base for factors (fields of activities). The main document, regulating activities of school method agencies is a Provision on school method bureaus. This particular document defines the main fields of activities (factors) in dealing with pedagogical staff in the educational establishments. c) conducting educational method seminars The main goal of conducting such seminars is to explain the essence of monitoring procedures and the mechanism of developing and use of the basic models d) evaluation of activities of method services Estimated indexes can be used for rating of activities of method services. Possible drawbacks Using such strategy does not allow taking into account peculiarities of every district, region, and working conditions of educational establishments. There is also a possibility of performing inadequate self-assessment. Recommendation B. Creating a monitoring model of activities of method services based on their interaction. a) reflection-based organization of method work in the region This approach envisages delegating diagnosis, planning, assessment, analysis, correcting, and forecasting responsibilities to the subjects of activities. Implementation of this approach is possible under the conditions of taking adaptive approach to managing method services. Such management system provides an organic combination of the goal of

173 Efficiency of Method Service Work: Monitoring of Method Service Activities in Kharkiv Oblast) 173 a manager and striving of a performer, based on developed flexible models of activities. A balance of interests of all its participants and substructures is an important factor for development of this management system. b) cooperation between post-graduate pedagogical education institutions and regional method agencies in relation to designing models of activities of the social structures The provided recommendation is based on self-governance and joint governance, aiming at self-organization, current self-regulation, cooperation, joint forecasting of further development, based on analysis of the results. We propose to design basic models, adapted to the local conditions, at education scientific seminars, conducted by workers in the regional institutes of post-graduate pedagogical education. At the same time, determining value coefficients of factors and criteria are determined for every district or town, as well as for educational establishments. In addition, the scientific method seminars have to envisage theoretical and practical training of pedagogues in order to implement monitoring procedures. b) evaluation of performance of method agency The employees should carry out assessment of method agencies performance and the results should be compared with the results obtained through independent inspections. This type of approach gives an opportunity to provide: diagnosis-planning based; performance analysis and self-analysis; correcting current activities; forecasting prospects for development Possible drawbacks In case of successful implementation of this strategy, the problem is a long process of designing a common model of monitoring, for it seems impossible to conduct education method seminars in the districts (towns) of the region in a comparatively short period of time. Recommendation B. Elaboration of a monitoring model for activities of method services, based on their interaction. Establishing an institution (center), responsible for monitoring performance of method agencies would facilitate creating an integral system of education monitoring in regions. Regional department of science and education could be capable of initiating such a center. It is sensible to establish the institutions as structural subdivisions of post-graduate pedagogical education institutions. In this way, they will be reporting to a rector of an institute and the head of the regional department of education and science. The institution (center) will be playing a role of an independent expert and it will make it possible to obtain objective information about the condition of scientific method work with pedagogical staff in the regions. The given institution has to carry out the following functions: developing a system of indexes to assess performance of method agencies; adjusting criteria for assessment of activities; conducting scientific method seminars on the issues of theory and practice of education monitoring; developing basic qualimetric models and their adapting to the local working conditions; monitoring assistance to activities of method agencies in the region;

174 174 Education Quality Monitoring comparative analysis of effectiveness of performance of method agencies and forecasting condition of scientific method in the regions; providing consulting assistance; engaging, training, and retraining of qualified personnel to carry out independent inspection; public discussion and announcement of the results of expertise One of important conditions of work of such institutions (the center) is employing qualified personnel, based on the results of testing, and the personnel should be correspondingly educated. It is possible to train such specialists at the institutions of postgraduate pedagogical education. Possible drawbacks Establishing a body like this will require introducing alterations into the existing legislation, as well as financial and human resource investments. 6. Conclusion The issue of improving performance of method agencies requires renovation of the scientific method system in the regions. The above is related to modernizing education, orientation to resolving the issues on the reform, its diagnosis-based building, taking into account peculiarities of the network of educational establishments and satisfying the demand of given institutions and pedagogues. We hope, that the recommendations on innovative activities expertise of Kharkiv Regional Science and Method Institute of Continuous Education will serve improving organization of scientific and method work in the region, modernization of work of method agencies under the conditions of reforming the education system. Further discussing will help objectively assess the positive and negative sides of the proposal and to identify optimal ways and mechanisms for implementation. 7. References 1. Адаптивне управління середньою освітою на муніципальному рівні: Збірник методичних праць. Запоріжжя: Науково-методичний центр управління освіти і науки Запорізької міської ради. (Adaptive management of the secondary education on the municipal level: collection of method works. Zaporizhzha: Scientific method center of Zaporizhzha City Council for Education and Science Management). 2. Державна програма Вчитель. К.: Редакції загальнопедагогічних газет с. (The State Program Teacher. К.: Extracts from newspapers on general pedagogical issues p). 3. Диканская Н.Н., Герасименко Е.В. Оценочная деятельность как основа управления качеством образования // Стандарты и мониторинг в образовании С (N. N. Dikanskaya, E. B. Gerassimenko. Assessment activity as a ground for education quality management. // Standards and monitoring in education P ). 4. Дмитренко Г.А., Олійник В.В., Онуфрієва О.Л. Цільове управління: вимірювання результативності діяльності учнів і педагогів: Навчально-методичний посібник. К.: УІПКККО, с. (G. A. Dmytrenko, V. V. Oliynik, O. L. Onufrieva. Target management: assessment of efficiency of student and pedagogue performance: Education method guide. Kyiv: UIQRLE, p).

175 Efficiency of Method Service Work: Monitoring of Method Service Activities in Kharkiv Oblast) Єльникова Г.В. Основи адаптивного управління: Курс лекцій. К.: ЦІППО АПН України, с. (G. V. Yelnikova. Basics of adaptive management: lecture course. К.: CIITT of the Academy of Pedagogical Sciences of Ukraine, p). 6. Законодавство України про освіту. Збірник законів. К.: Парламентське видавництво, с. (Legislation of Ukraine on Education. Collection of laws. К.: Parliamentary publishing house p). 7. Збірник нормативних документів загальної середньої та дошкільної освіти. Міністерство освіти і науки України. К, с. (Collection of normative documents for secondary and primary education. The Ministry of Education and Science of Ukraine. К p). 8. Національна доктрина розвитку освіти. Розділ Х. Управління освітою. ІІ Всеукраїнський з їзд працівників освіти. К., с. (National Doctrine of Education Development. Section Х. Education management. ІІ All-Ukrainian congregation of education workers. К., p). 9. Майоров А.Н. Мониторинг и проблемы информационного обеспечения управления образованием // Школьные технологии С (A. N. Mayorov. Monitoring and problems of information logistics in education management. // School technologies 1 2, 1999, P ). 10. Методологія проведення моніторингових досліджень та створення стандартизованих вимірників рівня навчальних досягнень з математики. Матеріали Всеукраїнської науково-методичної конференції. Донецьк: ДонНУ, с. (Methodology for conducting monitoring research and introducing standardized measurements for achievement in mathematics. Materials of All-Ukrainian scientific method conference. Donetsk: Donetsk National University, p). 11. Моніторинговий, науково-методичний і організаційний супровід процесу модернізації системи загальної середньої освіти в Харківській області: Програми експериментально-дослідної діяльності на роки / Під науковою редакцією Л.Д. Покроєвої, І.В. Гавриш, К.А. Юр євої. Харків: ХОНМІБО, с. (Monitoring, scientific method and organizational assistance to modernization in the system of general secondary education in Kharkiv region: Programs of experimental and research activities for Under scientific supervision of L. D. Pokroyeva, I. V. Gavrysh, K. A. Yuryeva. Kharkiv: KOSMICE, p). 12. Освіта України. Нормативно-правові документи. К.: Міленіум, с. (Education of Ukraine. Normative and legal documents. К.: Millennium p). 13. Оцінювання якості роботи школи. Порадник. Львів: ЛМГО Інститут політичних технологій, с. (Assessment of quality of schools performance. Reference book. Lviv: ЛМГО The Institute of Political Technologies p). 14. Подмазін С.І. Особистісно орієнтований моніторинг діяльності закладів освіти // Директор школи (225). С. 8. (S. I. Podmazin. Individual monitoring of performance of educational establishments. // School director 33 (225), 2002, P. 8). 15. Северук А.И., И.В. Филимонова, Е.А. Юнина. Мониторинг как технология информационного обеспечения качеством образования. // Стандарты и мониторинг в образовании С (A. I. Severuk, I. V. Filimovova, E. A. Yunina. Monitoring as technology for information logistics to ensure quality of education. // Standards and monitoring in education P ).

176 176 Education Quality Monitoring 16. Сидоренко О.Л. Організація науково-методичної роботи з учителями загальноосвітніх шкіл: Навчальний посібник. Х.: ХДПУ ім. Сковороди Майдан, с. (O. L. Sydorenko. Organization of scientific method work with teachers in general education schools: Study guide. Kh.: Kharkiv State Pedagogical Institute named after Skovoroda Maydan, p). 8. Annexes The models, provided in the annexes, are worked out by the specialists of the Center of Expertise and Monitoring, together with the pedagogues of the region during the scientific and practical seminars. Igor V. Kapustin was a working group leader. Annex 1 Basic Model for Activities of the Specialists of KRSMICE Center of Expertise and Monitoring No Spheres of activities Value of spheres Activities Value of activities Degree of demonstration of activities Total 1. Planning 0,2 0 І Planning and organization f activities 0,2 2.Self-organization 0, Recording 0, Timely fulfilling responsibilities 0,2 0 Total 0,00 1 0,00 ІІ Organization and conducting mass events for students 0,2 1. Organization and methodological assistance to student Olympic games on basic disciplines 2. Organization and methodological assistance to student tournaments and competitions 0,6 0 0,4 0 Total 0,00 1 0,00

177 Efficiency of Method Service Work: Monitoring of Method Service Activities in Kharkiv Oblast) Self-education 0,2 0,00 ІІІ Raising a professional qualification level 0,24 2. Knowledge of normative documents 3. Reading the literature on the subject 0,35 0,00 0,2 0,00 4. Work in focus-groups 0,25 0,00 Total 0,00 1 0,00 1. Work with Р(C)МA leaders 0,3 0,00 ІV Work with pedagogues in the region 0,25 2. Work with teachers of subjects 3. Work with specialists Р(C)В(У)О, method experts from Р(C)МA 0,3 0,00 0,4 0,00 Total 0,00 1 0,00 1. Analysis of author programs, study and methodological guides 0,15 0,00 V Expertise and analytical activities 0,00 2. Participation in making attestation expertise 3. Organization and testing of study literature 0,2 0,00 0,2 0,00 4. Participation in methodological visits 0,2 0,00 5. Analysis of the level of teaching 0,25 0,00 Total 0,00 1 0,00 VІ Publishing activities 0,11 1. Developing methodological recommendations, guides etc 2. Preparation and issue of articles, thesis of reports, etc 0,9 0 0,1 0 Total 0,00 1 0,00

178 178 Education Quality Monitoring Annex 2 The Pattern of KRSMICE Center Activities No Spheres of activities Value of spheres Activities Value of activities Degree of demonstration of activities Total 1. Planning activities 0, Documenting 0,2 0 І Organization activities 0,4 3. Organization of mass events for students 0, Operative work 0,1 0 Total 0,00 1 0,00 1. Raising a professional qualification level 2. Conducting mass events for pedagogues 0,15 0 0,2 0 ІІ Methodological activities 0,5 3. Expert activities 0, Methodological visits 0, Analysis of the level of teaching a subject 6. Making consultations 0,2 0 0,1 0 Total 0,00 1 0,00 ІІІ Publishing activities 0,1 1. Working out methodological recommendations, guides, etc 2. Preparation and publishing of articles, thesis of reports, etc 0,9 0 0,1 0 Total 0,00 1 0,00

179 Efficiency of Method Service Work: Monitoring of Method Service Activities in Kharkiv Oblast) 179 The Pattern of Lozivsky Town Method Service Activities Annex 3 No І ІІ ІІІ Spheres of activities Information and methodological logistics and planning Value of spheres 0,27 Activities 1. Work with instruction and methodological recommendations 2. Providing information 3. Cooperating with libraries Value of activities 0,4 0,26 0,2 4. Work planning 0,14 Total 0,00 1 Informing and mass- organization 0,2 1. Work with pedagogical human resources 2. Work with capable children 3. Implementation of upbringing measures 0,4 0,3 0,2 4. Consultations 0,1 Total 0,00 1 Scientific and methodological logistics 0,36 1. Mastering education technologies 2. Scientific and methodological maintenance of author programs 3. Developing methodological recommendations 4. Study and implementation of RPA 5. Attestation of pedagogical resources 6. Courses for raising a professional qualification level 0,28 0,2 0,1 0,2 0,15 0,07 Total 0,00 1 Degree of demonstration of activities

180 180 ІV Control and analysis 0,17 1. State of teaching the subjects Education Quality Monitoring 0,17 2. GEI attestation 0,33 3. Diagnosis and correction Total 0,00 1 0,5 Annex 4 The Pattern of Valkivsky district General Educational Institutions (GEI) Method Service Activities No І ІІ ІІІ Spheres of activities Information and methodological logistics for scientific and methodological work Value of spheres 0,24 Activities Value of activities Degree of demonstration of activities Total Normative base 0,35 0 Software and methodological logistics Computer and information technologies 0,3 0 0,16 0 Data bases 0,19 0 Total 0,00 1 0,00 Planning of scientific and methodological work 0,28 Analysis of results of work of SМ for the last year 0,33 0 Perspective planning 0,19 0 Study of the legal base 0,16 0 Yearly plan 0,15 0 Defining a normative and methodological problem 0,17 0 Total 0,00 1 0,00 Organization of scientific and methodological work 0,23 Orders on organization of SMW 0,19 0 SMW work forms 0,23 0 SMC work 0,16 0 Self-education 0,23 0 Upbringing work 0,07 0 Work with students 0,12 0 Total 0,00 1 0,00

181 Efficiency of Method Service Work: Monitoring of Method Service Activities in Kharkiv Oblast) 181 ІV Efficiency of methodological work 0,25 Students performance 0,26 0 Efficiency of students competitions 0,21 0 GEI attestation 0,23 0 Professional competitions 0,11 0 Printing editions 0,05 0 Raising a professional qualification level 0,14 0 Total 0,00 1 0,00

182 Student 182 Achievements in Humanitarian Disciplines(Ukrainian Language and History) Education Quality Monitoring: Development in Ukraine (Educational Policy Recommendations) Under the editorship of Olena Lokshyna Підписано до друку Формат 70х100 1/16. Папір офсетний. Друк офсетний. Умов. друк. арк. 14,67. Обл.-вид. арк. 13,84. Наклад 500 прим. Зам Видавництво К.І.С Київ-80, а/с 1, тел. (044) /70, Свідоцтво про внесення до Державного реєстру суб єктів видавничої справи ДК, 677 від р. Віддруковано у друкарні Концерну Видавничий Дім Ін Юре Україна, 04107, м.київ, вул. Багговутівська, 17 21