Disseminating and Using Student Assessment Information in Russia
This case study examines how the Russian Federation disseminates and uses information from its student assessment system, drawing lessons for other countries seeking to more effectively use their own assessment data. Russia's Unified State Exa...
Guardado en:
| Autor principal: | |
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| Formato: | En linea |
| Idioma: | inglés en_US |
| Publicado: |
World Bank, Washington, DC
2013
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| Materias: | |
| Acceso en línea: | http://documents.worldbank.org/curated/en/2013/01/18267423/disseminating-using-student-assessment-information-russia https://hdl.handle.net/10986/16276 https://doi.org/10.1596/16276 |
| Descripción: | This case study examines how the Russian
Federation disseminates and uses information from its
student assessment system, drawing lessons for other
countries seeking to more effectively use their own
assessment data. Russia's Unified State Examination
(USE) is primarily used for student selection and
certification purposes, but a variety of other uses have
been attached to it, including informing pedagogy, ensuring
accountability, and monitoring education quality. This
variety of uses has had both positive and negative
consequences for the school system. Information from
international large scale assessments, for example, Program
for International Student Assessment (PISA), Trends in
International Mathematics and Science Study (TIMSS), and
Progress in International Reading Literacy Study (PIRLS) has
been widely used to introduce reforms in the school system.
Factors that have affected the differential use of USE and
international large scale assessment data include, among
others, the purpose of a given assessment, its design
features and level of credibility, and access to the
assessment database. This paper is organized as follows:
section one gives introduction; section two discusses the
uses of student assessment information generated by the USE;
section three describes the uses of international large
scale assessment data to introduce educational reforms in
Russia; and section four concludes with lessons regarding
factors that impede or facilitate the effective use of
student assessment to improve educational quality. |
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