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Психометрическое исследование: валидация инструмента оценки качества школьного образования

https://doi.org/10.17853/1994-5639-2022-4-112-139

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Аннотация

Введение. Оценка школьного образования является сложным процессом, и в настоящее время это один из центральных приоритетов в системах образования с различными видами практики и многочисленными субъектами. Она затрагивает многие аспекты: учителей, учреждения, обучение, управление, политику в области образования и дизайн. Таким образом, необходимо сначала подумать о регулировании показателей, которые будут служить системой оценки/санкционирования измеряемого таким образом качества.

Цель. Основная цель – построить шкалу для оценки педагогического и административного качества средних школ. Построение такой системы на основе показателей, которые позволили бы засвидетельствовать качество, остается сложной задачей. В этом контексте авторы оптимизировали и утвердили последовательную систему оценки показателей (Система оценки качества школы – SEQES), основанную на строгих научных исследованиях, оценивающих качество школы, и провели эксперимент с 196 участниками и исходными лицами (администраторы школ, учителя, педагогические инспекторы, представители руководства и отделов планирования).

Методология и методы исследования. Разработка и утверждение данной оценочной шкалы осуществлялись на основе теории измерения Черчилля (1979) и методологического процесса, состоящего из многочисленных этапов анализа и эмерджентной категоризации пунктов, шкалирования, уточнения и полевого тестирования.

Результаты и научная новизна. В исследовательском факторном анализе принялиучастие 196 заинтересованных лиц, и первоначально он дал результаты по 153 пунктам из 289. Сформулированы качественные этапы (интервью с членами аудиторских ячеек, методики: фокус-группа, TGN, TRIAGE) и количественные (исследовательский факторный анализ). Результаты позволили определить шкалу из 7 измерений и полей из 37 пунктов с учетом теоретических, эмпирических и методологических принципов.

Практическая значимость. Эта оценочная шкала является инструментарием, который может использоваться для создания эталонной системы для систематической внешней оценки качества на национальном уровне, лицами, принимающими решения, а также инспекционными органами и руководителями учебных заведений.

Об авторах

X. Бербар
Университет Хасана II
Марокко

Бербар Хичам – педагогический инспектор, аспирант (обучение образовательному инжинирингу и научной дидактике), факультет наук Ben M’sik

г. Касабланка



C. Лотфи
Высшая нормальная школа, Университет Хасана II
Марокко

Лотфи Саид – доктор наук (обучение образовательному инжинирингу и методологии исследований), директор исследовательской лаборатории

г. Касабланка



М. Эссауди
Учебный центр по подготовке педагогических инспекторов
Марокко

Эссауди Мохамед – доктор технических наук

г. Рабат



М. Талби
Университет Хасана II
Марокко

Талби Мохаммед – доктор наук (государственные науки, оценка процессов анализа и образовательных систем)

г. Касабланка



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Рецензия

Для цитирования:


Бербар X., Лотфи C., Эссауди М., Талби М. Психометрическое исследование: валидация инструмента оценки качества школьного образования. Образование и наука. 2022;24(4):112-139. https://doi.org/10.17853/1994-5639-2022-4-112-139

For citation:


Berbar H., Lotfi S., Essaoudi M., Talbi M. A psychometric study: The validation of a school quality assessment tool. The Education and science journal. 2022;24(4):112-139. https://doi.org/10.17853/1994-5639-2022-4-112-139

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ISSN 1994-5639 (Print)
ISSN 2310-5828 (Online)