V.А. Yasvin, Head of humanitarian expert evaluation and social design in education unit, Institute of System Projects, Moscow City Teacher Training University, Doctor of Psychology, Professor
S.N. Rybinskaya, Leading researcher of humanitarian expert evaluation and social design in education unit, Institute of System Projects, Moscow City Teacher Training University, PhD in Psychology
Abstract. The authors give reasons for expanding criteria to evaluate schools’ performance in the context of implementing priorities of the RF education policy. They also highlight that a comprehensive school evaluation should reflect not only students’ academic achievements, but also organizational standards of educational facilities and opportunities. The methodology and technology for schools comprehensive evaluation, that was developed and successfully piloted within the city innovative project of Moscow Department for Education, is presented in the paper. The link between students’ academic achievements and various aspects of school environment has been proved statistically. A comparative analysis of schools’ official rating and experimental comprehensive rating is presented.
Key words: quality of education, school evaluation, schools’ rating, educational environment, school environment evaluation criteria, organizational and educational school model, educational facilities, opportunities for personal development, organization of school education quality evaluation.