EUROPEAN APPROACHES TO THE DEVELOPMENT OF SCHOOL EVALUATION POLICY AS A QUALITY ASSURANCE TOOL

Abstract

The article provides an overview of modern European approaches to the development of policies for external and internal evaluation of institutions of general secondary education. External and internal mechanisms of quality assurance and their interaction in the evaluation system are defined. Practical approaches are considered (using frameworks for consistency and common understanding, combining data from different assessment mechanisms, developing new approaches and expanding horizons, involving teachers and feedback, quality assurance outside the main system, transition to internal certification of teachers, development of formative external evaluation of teachers, involvement of teachers in critical dialogue regarding quality assurance mechanisms, autonomy, approach of practical recommendations) to the implementation of evaluation and self-evaluation processes in the countries of the European Union. It has been found that the choice of mechanisms and approaches to the implementation of assessment processes is determined by each country separately, taking into account the internal features of the education system (degree of decentralization, level of autonomy, pedagogical traditions, etc.), but with due consideration of pan-European recommendations. It was concluded that eight key principles are followed for the development of evaluation policy in order to ensure the quality of EU countries: compliance, creation of a professional learning environment, trust and respect between internal and external subjects, support for innovations in the school, mutual understanding and dialogue, the principle of networking, data capacity building and the principle of a balanced view.