Problems of Assessing the Quality of Education Using Test Certification Procedures



In the modern educational system testing has become one of the prevailing methods for assessing students' knowledge. The procedures for test certification of schoolchildren, especially the so-called “high-stakes tests,” which have a decisive influence on the trajectory of post-school education, are still debatable. In studies, the problem of misalignment of test indicators and the real educational level of the student is discussed, the presence of procedural and substantive shortcomings in the tests is stated. Article is devoted to the overview of the difficulties encountered by participants in the educational process in preparation for the exams. Such trends in final exams' critic as distrust to the exam procedure, procedural and content shortcomings, difficulties in preparing graduates for exams are discussed. It also describes the author's methodic of exam readiness diagnostic. It's based on the educational result’s esteem. The form of the methodic is given.

General Information

Keywords: exam readiness, Unified State Exam, exam readiness diagnostic, graduation examinations, psychological support, educational results.

Journal rubric: Psychology of Education

Article type: scientific article


For citation: Fokina A.V. Problems of Assessing the Quality of Education Using Test Certification Procedures [Elektronnyi resurs]. Psychological-Educational Studies, 2019. Vol. 11, no. 2, pp. 83–94. DOI: 10.17759/psyedu.2019110208. (In Russ., аbstr. in Engl.)


Information About the Authors

Aleksandra V. Fokina, PhD in Psychology, Chair of Developmental Psychology by L.F. Obukhova, Faculty of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia, e-mail:



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