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  Previous issue (2019. Vol. 11, no. 4)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: https://doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Open Access Journal

 

Problems of Assessing the Quality of Education Using Test Certification Procedures 254

Fokina A.V.
PhD in Philology, chair of developmental psychology by L.F. Obukhova, faculty of educational psychology, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: alexandrafokina@mail.ru

Abstract
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.

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

Column: Educational Psychology

DOI: https://doi.org/10.17759/psyedu.2019110208

For Reference

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