Comparative qualimetric analyze of students quality management education system

 

Candidate of Engineering Sciences Koldaev V.D., Doctor of Science, Full Professor Lisov O.I.

 

National Research University of

Electronic Technology (MIET), Moscow, Russian Federation

 

According to the concept of Russian education modernization, special attention is paid to education quality problems, especially to problems of developing and introduction quality management systems in the education institutions, that have the following advantages: system training approach on an International Organization for Standardization basis (ISO 9000, ENQA), application principles of Total Quality Management by teachers (TQM). introduction of initiatives and modern methods of quality management; getting objective processes evaluation based on facts, that can be improved; agreed understanding for the necessary actions on the main university directions; the possibility to recognize and promote progress of departments, professors and cooperators [1].

Qualimtery as a science of quantitative methods quality evaluation, has formed at the end of the sixties years of the XX century and was needed for effective and scientific confirmation of quality management systems for produced production. At the end of the eighties years there has been formed qualimetry formation – the science of measurement and quality evaluation for different objects and processes of educational system. At the nineties years of the XX century text qualimetry has been got a wide circulation, that was used for federal centralize testing. The education quality control has the following functions:

— monitoring (checking of the students skills, their mental progress and rational academic work);

— training (systematization of knowledges and skills);

— diagnostic (information about number and character of mistakes, omissions in students skills and knowledge);

— prognostic (creating advanced information according to educational process);

— developing (Stimulating of students recognizing activity, development of their creative abilities);

— orienting (information about the degree of purpose`s achievement by the individual student or for all the group);

— educative (responsible attitude to education, behavior, accuracy and honesty).

There are different methods of evaluation holding uses in qualimetry. Depending on what the objects it`s necessary to rate, they are change because of objects pertaining to any area. There are educational qualimetry theories uses in the qualimetry analyzes making, based on principles of invariance and discreteness [2].

Pragmatic methods is a set of methods for heuristic character information processing, source of what are the experts ratings. Experts ratings are creating by individual expert or by experts group. Extrapolation methods are based on mathematics and statistics methods of information processing and forecasts. To identify patterns of development, the data are presenting in the time series form for recognition cycles, trends and random oscillations. Casual methods are based on ‘cause and effect’ contacts between the events, in which one of the elements is a cause of other one, derivative of them. Depending on connections between the events (quantities), there are packing out casual forecasts: deterministic - in which the forecast is compiling upon determinate condition; stochastic - when memorandums between the values are not determined unambiguously. Statistical methods are the factors of intellectuality management growth level by reason of using mathematic, graphical and algorithmic models.

Evaluation of educational process quality is based on pedagogical monitoring, that has the following crucial objects: that is the evaluation of final result and control of correctness for that attainment. The system monitoring of educational process quality is determinate independently mesocycles: control upon applicants acceptance; tests and exams; knowledges of subjects cycle; control on university graduating. In the structure of 4-years macrocycle are realized the reference points, that complete mesocycles (fig.1).

Fig.1. The hierarchical structure of educational macrocycleshe

Weight coefficients section of humanitarian and social-economic training (HSE), mathematics and natural science training (NS), general professional training (GP) and special subjects training (SS) were established by methodological university councils and departments.

Experts were independent in a section way of their mention about experiences, knowledges of the students, that were in the selection. Students could use exam ticket, test, restrict for group or individual interview. They formed their own final mention by evaluation range order in this way:

M – the middle level;

H – middle-up level;

L – middle-down level.

Qualimetric table shows the results of education quality on the one of the university educational programs.

Table. The results of measuring the quality of education

Student

Expert mention about education quality of the subject`s section

The result of measurement education quality

HSE

NS

GP

SS

The level of quality

Weight coefficients

L

M

H

0,19

0,11

0,386

0,313

Indicator of quality

1

M

M

M

M

 

0,5

 

2

M

H

M

M

 

 

0,555

3

H

H

H

H

 

 

1,0

4

M

H

M

M

 

 

0,555

5

L

H

M

M

0,46

 

 

6

H

M

H

H

 

 

 

7

L

H

M

L

0,3035

 

 

8

M

M

M

M

 

0,5

 

9

M

H

M

M

 

 

0,555

10

M

H

M

M

 

 

0,555

11

M

H

M

M

 

 

0,555

12

M

H

H

H

 

 

0,905

13

H

H

H

H

 

 

1,0

14

M

M

M

L

0,3435

 

 

15

M

H

H

H

 

 

0,905

16

M

H

M

M

 

 

0,555

17

M

M

M

M

 

0,5

 

18

M

H

M

M

 

 

0,555

Indicator of experience quality

0,5278

0,8611

0,6389

0,5833

The average mean of the experience quality

 

Convolution of the measuring information on the each of training section, that shows in the non-numerical form:

where nL – the number of mentions denoted by the letter ‘L’;

nM – the number of mentions denoted by the letter ‘M’;

n – common number of the mentions equal to number of the students in selection.

Number value of education quality indicator for each student, that has entered to selection, was founded in view of number coefficients [3]:

where  – weight coefficient ‘i’ of the educational subjects sections, in which experiences, skills and knowledges named by letter ‘L’;

 – number of mentions, denoted by the letter ‘M’;

n – weight coefficient of the educational subjects section ‘j’, in which experiences, skills and knowledges named by the letter ‘M’;

In the qualimetric table the result of educational quality measurement for each student, that entered to section, calculated by three-level range order. The solution according to the student can be taken by these rules: whether q > 0,5 then student takes the certification; otherwise not.

Numerical form of summarize indicator of quality for each specialization or training direction calculated by that formula:

where – weight coefficient ’i’ of quality indicator, ñonsolidated mention about named by the letter ‘L’;

 – weight coefficient ’j’ of quality indicator, ñonsolidated mention about named by the letter ‘M’;

nL – common number of the quality indicators, consolidated mentions about named by the letter ‘L’;

nM – common number of the quality indicators, consolidated mentions about named by the letter ‘M’;

Vedus – coefficient veto of the first indicator educational quality;

Vedu – coefficient of the common educational quality indicator;

If Q < 0,5 then training direction doesn`t take certification; if 0,5 <= Q < 0,6 then training direction takes the certification on the 3 years; if Q >= 0,6 then training direction takes the certification on the 5 years.

If use more habitual selection of the reference points, that marked by balls, then: «5» – great; «4» – good; «3» – satisfactorily; «2» – not satisfactorily, then selection of measurement information calculated by the formula:

where i = 2,3,4,5 – traditional mark; gij – weight coefficient of the section ‘j’, that based on the mark named ‘i’; ni – number of the ‘i’ marks.

As shown by the experiment, it`s not necessary to worth time for operative decision-making, and sense the differences between «3» and «4» or «4» and «5». Efficiency of the diagnostic technique confirmed by the positive dynamics of the students experimental group indicators. Formedness of the professional abilities grow up from 5% to 15% for the advanced level, from 20% to 25% for the basic level.

Literature

1. Koldaev V.D. Qualimetric analysis of the quality of subject-centered concepts of educational services [Text] / V.D. Koldaev // "Personality development in contemporary Russian society." Monograph. Part I. / Under scientific ed. Ph.D., Professor. G.F. Grebenshchikova. - M .: Publishing House "pen", 2011. - S.134-167.

2. Koldaev V.D. Qualimetric approach to analyzing the quality of educational services [Text] / V.D. // Koldaev defense complex - scientific and technological progress in Russia: Interdisciplinary scientific and technical journal. - M .: FSUE "VIMI", 2011. - Vol. 3. - S.77-85.

3. Koldaev V.D. Modeling of the educational system of accumulation of knowledge to predict and control the quality of training of students on the basis of technology foresight [Text] / V.D. Koldaev // "Selected problems of modern science." Monograph. Part IV / Under scientific ed. Ph.D., Professor. S.P. Akutinoy. - M .: Publishing House "pen", 2011.- S.142-173.