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Gordey Yastrebov 1, Мarina Pinskaya 1, Sergey Kosaretsky 1
  • 1 National Research University Higher School of Economics, 20 Myasnitskaya Str., Moscow, 101000, Russian Federation

Using Contextual Data for Education Quality Assessment: The Experience of Tools Development and Testing

2014. No. 4. P. 58–95 [issue contents]
Gordey Yastrebov - Candidate of Sciences in Sociology, Senior Research Fellow, Laboratory for Comparative Analysis of Post-Socialist Development, National Research University—Higher School of Economics; Doctoral Student, European University Institute (Florence, Italy). E-mail: g.yastrebov@hse.ru

Marina Pinskaya - Candidate of Sciences in Pedagogy, Leading Research Fellow, Center of Social and Economic School Development, Institute of Education, National Research University—Higher School of Economics. E-mail: m-pinskaya@yandex.ru

Sergey Kosaretsky - Candidate of Sciences in Psychology, Director, Center of Social and Economic School Development, Institute of Education, National Research University — Higher School of Economics, Russian Federation. E-mail: skosaretski@hse.ru

Address: 20 Myasnitskaya str., Moscow, 101000, Russian Federation.

The paper suggests an approach to assessing performance of educational institutions with regard to their social specifics. To develop this approach, the authors relied upon 1) results of numerous studies proving correlations between student performance and contextual factors (both in Russia and abroad); 2) foreign colleagues’ experience of solving similar problems; and 3) the idea of providing minimum required information to enable such assessments in contemporary Russia. The fundamental idea lying behind the proposed assessment tool is that, having necessary data at hand, one can identify empirically stable correlations between student performance and contextual factors (e. g. different social composition of students). In research practice, these correlations were revealed through multiple regression analysis. Results of such analysis—established empirical correlations—may then be used to “discount” formal progress, i. e. to have justifiably higher expectations about institutions in more favorable contexts and lower expectations about those in less favorable situations. The authors think over two ways of using this information: based either on a formula or on a specific index (the  ndex of school social well-being) they have elaborated. They also draw attention towards possible constraints associated with using these tools and touch upon a more global problem of considering contextual factors in assessing the quality of education in Russia.

DOI: 10.17323/1814-9545-2014-4-58-95
Citation: Yastrebov G., Pinskaya М., Kosaretsky S. (2014) Ispol'zovanie kontekstnykh dannykh v sisteme otsenki kachestva obrazovaniya: opyt razrabotki i aprobatsiya instrumentariya [Using Contextual Data for Education Quality Assessment: The Experience of Tools Development and Testing]. Voprosy obrazovaniya / Educational Studies Moscow, no4, pp. 58-95.
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