The article presents the International Studies of the Quality of Education PIRLS, TIMSS, PISA, TALIS, and examines the peculiarities and individuality of each international study of the quality of education.
Keywords: education system, educational process, International studies of the quality of education, PIRLS (Progress in International Reading Literacy Study), TIMSS — (Trends in Mathematics and Science Study), PISA (Programme for International Student Assessment), TALIS (Teaching and Learning International survey).
Currently, assessing the quality of education is becoming increasingly important in developed countries, and Uzbekistan is no exception. One of the reasons why the assessment system is so important is the need for educational institutions to obtain reliable information about the results of educational processes.
On the way to improving the quality and efficiency of education, the study of advanced foreign experience, the introduction of international standards, a comparative analysis of the existing system and the improvement of the National Assessment System to modern requirements are of current importance. Based on the “Concept for the development of the public education system of the Republic of Uzbekistan until 2030,” additional attention was paid to the issue of participation in these programs, and constant participation in PISA and other programs was provided for assessing the level of students’ knowledge. According to the concept, despite the fact that the basis of state educational standards is an integrated approach, teaching and assessment methods, as well as textbooks and other educational materials are mainly focused on memorizing and formulating information, preventing the development of critical thinking, skills of independent search and analysis of information, as well as other skills [1]. This concept also puts forward the goals of creating a national assessment system aimed at developing the national education system of Uzbekistan, attracting attention to it, assessing the level of students’ literacy in reading, mathematics and natural sciences.
For this purpose, a resolution of the government of the Republic of Uzbekistan was adopted, in accordance with which tasks were defined to ensure the participation of general education institutions in the international PISA study and other studies assessing student literacy [2].
International benchmarking studies of educational quality were developed as a tool to reveal the effectiveness of educational systems in different countries and to facilitate decision-making and reform based on the results obtained [3]. There are several international methods for assessing the quality of education.
1. International study PIRLS. The PIRLS International Study of Reading and Comprehension allows us to compare the level and quality of reading and comprehension of primary school students in different countries around the world, as well as to identify differences in national education systems. The study is carried out cyclically — once every five years, and has now been conducted four times: in 2001, 2006, 2011 and 2016.
The PIRLS project was created under the auspices of the International Association for Educational Assessment (IEA). All responsibility for organizing international research rests with Boston's Chestnut Hill College (Massachusetts, USA). Preparation of assignments for international studies takes place at the data center in Hamburg (Germany).
The PIRLS study evaluates the two types of reading that students use most frequently in and outside of school:
1. Reading for the purpose of acquiring literary experience as a reader;
2. Reading for the purpose of mastering and using information.
In accordance with the conceptual provisions of the study, when reading literary and informational (popular science) texts, four groups of reading skills are assessed: finding information given explicitly, formulating conclusions, interpreting and summarizing information, analyzing and evaluating the content, linguistic features and structure of the text.
Evaluation of results. For qualitative and quantitative assessment of work performed, PIRLS uses the following system:
— multiple-choice tasks are scored 1 point;
— tasks to establish the sequence of events are scored 1 point;
— tasks with a freely constructed answer are scored from 1 to 3 points depending on the complexity of the task.
Modern testing theory was used to finalize the results.
2. International study TIMSS. International monitoring study of the quality of school mathematics and science education TIMSS (English TIMSS — Trends in Mathematics and Science Study) is a program organized by the International Association for the Assessment of Educational Achievement IEA. This study allows us to compare the level and quality of mathematics and science education for 4th grade primary school students and 8th grade students in different countries around the world, as well as to identify differences in national education systems.
The study is carried out cyclically — once every four years, and has now been conducted six times: in 1995, 1999, 2003, 2007, 2011 and 2015. At the same time, three times since 1995 (the last time in 2015), an “extended” study (Advanced TIMSS) was conducted, including a study of the achievements of students in the last grade of school.
3. International study PISA. The International Program for International Student Assessment (PISA) is a test that assesses the functional literacy of schoolchildren in different countries of the world and the ability to apply knowledge in practice. It takes place every three years. The test involves teenagers aged 15 years. It was developed in 1997 and first ran in 2000. The test is organized by the Organization for Economic Cooperation and Development in a consortium with leading international scientific organizations, with the participation of national centers. The consortium is led by the Australian Council of Educational Research (ACER), with active assistance from the Netherlands National Institute for Measurement in Education (CITO), the US Educational Testing Service (ETS), the National Institute of Educational Research (NIER) in Japan; Westat USA (WESTAT) and other reputable organizations in the world of education.
The study involves member countries of the Organization for Economic Co-operation and Development, as well as those countries that interact with the OECD. The number of such countries increases significantly each time.
The PISA study is a monitoring study; it allows us to identify and compare changes taking place in education systems in different countries and evaluate the effectiveness of strategic decisions in the field of education. Monitoring the quality of education in a PISA school is carried out in four main areas: reading literacy, mathematical literacy, science literacy and computer literacy. According to the results of the PISA 2000–2015 study, the best secondary education is in the countries of East Asia: China, Korea, Singapore, Japan, in Europe the top ten are Finland, Estonia, Switzerland, Poland and the Netherlands.
4. International study TALIS. The TALIS (Teaching and Learning International Survey) is the first international OECD survey to focus on the learning environment and working conditions of teachers in secondary education.
The TALIS study was first conducted in 2008 in 24 countries. The second cycle of the study took place in 2013 with the participation of 37 countries.
Research objectives. Provide data and analysis useful for policy-making on the following key aspects: the role and functioning of school management, teacher evaluation and feedback, teacher professional development, teachers' attitudes and views about teaching and teaching practices.
What is special about this project? Conducted jointly by the governments of the participating countries, an international consortium, the OECD and teachers' associations; Fills information gaps in international comparisons of school systems around the world; Gives teachers and school principals a voice in educational analysis and decision making in key policy areas; Allows countries to compare themselves with others and learn from experience in solving problems.
The development of a system for assessing the quality of education in Uzbekistan plays an important role in increasing the efficiency of the educational process and personnel training. The international assessment programs considered are becoming key factors in improving this system. They help identify the strengths and weaknesses of education in a country, contribute to the development of international cooperation and the creation of educational potential necessary for successful participation in the global economy and society.
References:
- “О мерах по организации международных исследований в области оценки качества образования в системе народного образования”. Постановление Кабинета Министров Республики Узбекистан от 8 декабря 2018 года. № 997. / [Электронный ресурс]. — Режим доступа: URL: https://lex.uz/docs/4104191.
- Исмаилов А. А. Национальная оценка образовательных достижений учащихся на основе опыта программы PISA. // Universum: психология и образование: электрон. научн. журн. 2022. 10(100). URL: https://7universum.com/ru/psy/archive/item/14360 (дата обращения: 18.04.2024).
- Трапицын С. Ю. Международный опыт оценки качества образования. Журнал Вестник культуры и искусств. 2006
