Monitoring quality assessment models in general education in the Russian Federation and developing tools to implement best practices

Introduction. At present the management of the education quality at all levels of education ensuring a unified educational space in the Russian Federation is recognized as the state priority. The transition from quality control to quality assessment and then to quality management puts forward new requirements for the content and implementation of the all-Russian (unified) system of education quality assessment (hereinafter – ASEQA) and regional system of education quality assessment in each constituent entity of the Russian Federation (hereinafter – RSEQA). The purpose of the study is to monitor the models of quality assessment of the system of general education of the constituent entities of the Russian Federation and develop the tools to implement the best practices. Materials and methods. Models of quality assessment of the system of general education of 85 constituent entities of the Russian Federation were studied. The authors used a method of content analysis of the Internet open sources of normative documents of the constituent entities the Russian Federation which contain information (provisions, concepts, models) on the approval of RSEQA. In this study, the authors conducted an expert evaluation of 85 normative documents of the constituent entities of the Russian Federation. In the process of analyzing the normative documents of the constituent entities of the Russian Federation, expert assessments were collected, systematized, and visualized in Microsoft Office Excel spreadsheets. Statistical analysis and visualization were performed using SPSS Statistics 26.0 software. The PHP language, ADOdb, PHPOffice, TCPDF, Bootstrap libraries, PostgreSQL database, DBeaver Community database client were used to apply modeling, algorithmic and programming methods in the development of the information system. Results. The study shows the need to adjust, and in several constituent entities of the Russian Federation, to fundamentally change the existing RSEQA normative documents. Only 23.5% of the constituent entities of the Russian Federation have a high level of models, concepts, and provisions of the RSEQA. The informational system of monitoring the models of quality assessment of the general education system of the constituent entities of the Russian Federation provides the increase in the efficiency of the data obtained during their collection, processing, control, and analysis. It allows improving the quality of general education in the Russian Federation by implementing network interaction between the regions with high and low indicators of management on organization and implementation of the developed support measures with the results of monitoring in mind. Conclusion. The RSEQA of all 85 constituent entities of the Russian Federation require substantive, structural and functional changes in the existing regulatory documents. The monitoring results provide an assessment of the dynamics of implementation of quality management mechanisms of education in each entity, self-analysis of the results obtained and adoption of appropriate management decisions by public authorities of the constituent entities of the Russian Federation in the sphere of education to implement a unified educational space in the Russian Federation.