DOI: 
http://dx.doi.org/10.15293/1813-4718.2304.02
UDC: 
378+37.0
Savinykh Galina P.
Кандидат педагогических наук, Cand. Sci. (Pedag.), Senior Researcher the Center for Educational Quality Assessment and Management Systems, Federal Institute for Educational Development of the Russian Academy of National Economy and Public Administration, 7069494@mail.ru, Moscow
Poptsov Dmitriy A.
History and Social Studies Teacher, Gymnasium No. 55 named after E. G. Verstkina, dilfinss@mail.ru, Tomsk

Diagnostics of Evaluative Competencies of Teachers at the Level of a General Education Organization

Abstract: 
Abstract. The article presents the results of diagnostics of evaluative competencies of teachers organized in the gymnasium No. 55 of Tomsk on the basis of the author’s methodology. The purpose of the article is to present the experience of designing and applying a diagnostic technique that allows to identify deficiencies in the evaluative competencies of teachers at the institutional level of quality management of general education. Empirical data on the deficits of evaluative competencies of teachers are presented and commented on. The organizational model of diagnostics is characterized, the structure of processing of diagnostic results is proposed. It is shown that even at the level of a general education organization, without resorting to regional structures for the diagnosis of professional competencies, it is possible to identify such deficiencies in evaluation activities as the integration of diagnostics of metasubject results into the current thematic control, assessment of functional literacy of students, the use of a criterion approach and the objectivity of marking. The institutional level of diagnostics of evaluative competencies is the most informative and convenient from the position of subsequent construction of individual educational routes of the teacher to fill the identified deficits. The results of the study are applicable in the mass practice of ensuring the functioning of internal systems for assessing the quality of education.
Keywords: 
diagnostics of professional deficits; in-school assessment; monitoring of the quality of education; evidence-based management in education
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References: 

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