Upbringing as an Educational Result: A Value-Based Approach to Assessment in the General Education System

Cover Page

Cite item

Full Text

Abstract

The aim of this article is to describe the basic parameters of a value-oriented approach to assessing the education results as a possible basis for the methodology for assessment of the educational work in the general system of education. The key methods we used were content analysis of text sources, cross-reference analysis, comparative analysis, and humanitarian examination of juristic documents. The interpretation of education as a unity of teaching and upbringing for the state as a key subject of education, which forms the requirements for the results and organization of the educational process, sets the task of assessing personal, subject and metasubject educational results. The philosophy of education faces a challenge regarding the determination of the expediency of assessing educational results, the conceptual basis of assessment, fixing the orientation of assessment on the conditions of educational organzations' activities, and (or) on the results achieved by students. A practical managerial task is to develop an attitude towards using formalized procedures and methods for assessing educational results. The article proposes a value-oriented approach to assessing the educational work in the general education system of the Russian Federation based on an analysis of key regulatory documents of the Russian education system, the interpretation of upbringing as a process of forming value-semantic attitudes. The approach is based on identifying three main groups of value orientations to build a possible system of indicators that fix educational results: "Value orientations related to life, health and safety"; "Value orientations of social interaction"; "Value orientations of personal development". Values are an essential element in regulating human behavior, which guides the process of defining goals and choosing the means to achieve them. Values acquire a functional character in value orientations and can serve as indicators of education results at the level of students as a collective subject. It seems impossible to single out the contribution of individual actors to the output of education and to avoid contradictions between the value-semantic attitudes that exist in the space of modern culture. For the education system, the subject of assessing the quality of upbringing as a purposeful process can be both the quality of the organization of upbringing work and the outcomes of upbringing efforts. The results of education as a manifestation of value orientations in the activities of students can be considered based on quantitative and qualitative indicators, which is significant for making managerial decisions at different levels.

About the authors

Elena V. Bryzgalina

Lomonosov Moscow State University

Author for correspondence.
Email: evbrz@yandex.ru

Candidate of Science in Philosophy, Associate Professor, Head of Chair of Philosophy of Education

27-4, Lomonosovsky Prospekt, GSP-1, Moscow, 119991, Russian Federation

Sergey V. Stanchenko

Federal Institute for Evaluation of Education Quality (FIEEQ)

Email: stanch@yandex.ru

Candidate of Science in Physics and Mathematics, Director

33 Shabolovka St., Moscow, 115162, Russian Federation

References

  1. Momdzhyan KK. O probleme obshchechelovecheskikh tsennostei [On the Problem of Universal Human Values]. Voprosy filosofii. 2020;(3):25—41. (In Russian).
  2. Inglehart R. Postmodern: Changing Values and Changing Societies. Polis. 1997;(4):6—32. (In Russian).
  3. Inglehart R., Vel'cel' K. Modernizaciya, kul'turnye izmeneniya i demokratiya: posledovatel'nost' chelovecheskogo razvitiya [Modernization, Cultural Change and Democracy: The Sequence of Human Development]. Moscow: Mysl' publ., 2011. (In Russian).
  4. Inglehart R. Cultural Evolution: How Human Motivations Change and How It Changes the World. Moscow: Mysl’ publ.; 2018. (In Russian).
  5. Rokeach M. The Nature of Human Values. New York: Free Press; 1973.
  6. Rokeach M. Change and Stability in American Value Systems, 1968—1971. The Public Opinion Quarterly. 1974;(38):232—238.
  7. Schwartz SH, Bilsky W. Toward a universal psychological structure of human values. Journal of Personality and Social Psychology. 1987;(53):550—562.
  8. Schwartz SH. Value Priorities and Behaviour: Applying a Theory of Integrated Value Systems. In: Seligman C, Olson JM, Zanna MP, editors. The Ontario symposium: Vol. 8. The psychology of values. Hillsdale, NJ: Lawrence Erlbaum; 1996. P. 1—24.
  9. Leont'ev DA. Razvitie lichnostnyh cennostej v obshchestvennom kontekste [The Development of Personal Values in the Social Context]. Vestnik Mosk. Un-ta. 1997;(1):15—25 (In Russian).
  10. Belinskaya EP., Tihomandrickaya OA. Social'naya psihologiya lichnosti. Uchebnoe posobie dlya vuzov. [Social Psychology of Personality. Textbook for universities.]. Moscow: Academia publ.; 2009. (In Russian).
  11. Istoshin IY. Cennostnye orientacii v lichnostnoj sisteme regulyacii povedeniya [Value Orientations in the Personal System of Behavior Regulation]. In: Psihologicheskie mekhanizmy regulyacii social'nogo povedeniya. Moscow: Nauka publ.; 1979. P. 252—267. (In Russian).
  12. Podol'skaya EA. Cennostnye orientacii i problema aktivnosti lichnosti [The Value Orientations and the Problem of Activity of Personality]. Kharkiv: Kharkiv University publ.; 1991. (In Russian).
  13. Saarnijt YR. Problemy izmereniya social'no-psihologicheskoj struktury cennostnyh orientacij [The Problems of Measuring the Socio-psychological Structure of Value Orientations] [dissertation abstract]. Moscow; 1982. (In Russian).
  14. Anan'ev BG. Izbrannye psihologicheskie trudy: v 2 t. [Selected psychological works: in 2 volumes] Moscow: Pedagogika publ.; 1980. (In Russian).
  15. Kruglov BS. Rol' cennostnyh orientacij v formirovanii lichnosti shkol'nika [The Role of Value Orientations in the Formation of the Student's Personality]. Psihologicheskie osobennosti formirovaniya lichnosti shkol'nika. Sbornik nauchnyh trudov [Psychological Features of the Formation of the Student's Personality. Collection of Scientific Papers.]. Moscow; 1983. P. 4—11. (In Russian).
  16. Zhukov YM. Cennosti kak determinanty prinyatiya resheniya. Social'no-psihologicheskij podhod k probleme [Values as Determinants of Decision-making. Socio-psychological Approach to the Problem]. In: Shorokhova EV, Bobneva MI, editors. Psihologicheskie problemy social'noj regulyacii povedeniya. Moscow: Nauka publ.; 1976. P. 254—277. (In Russian).
  17. Borkovskaya EA. Regulyativnaya rol' cennostnyh orientacij lichnosti v ee zhiznedeyatel'nosti [The Regulatory Role of the Value Orientations of the Personality in her life] [dissertation abstract]. Minsk; 1988. (In Russian).
  18. Andreeva GM. Psihologiya social'nogo poznaniya. Ucheb. posobie dlya studentov vysshih uchebnyh zavedenij. [Psychology of Social Cognition. Proc. Manual for Students of Higher Educational Institutions]. 2nd ed. Moscow: Aspekt Press publ.; 2000. (In Russian).
  19. Baskakova IL, Kuz'mina ZV. O dinamike cennostnyh orientacij studentov [On the Dynamics of Students' Value Orientations]. Novye issledovaniya v psihologii i vozrastnoj fiziologii. 1971;(2):85—88. (In Russian).
  20. Doncov AI. O cennostnyh otnosheniyah lichnosti [On the Value Relationships of the Personality]. Sovetskaya pedagogika. 1974;(5):67—76. (In Russian).
  21. Bobneva MI. Social'nye normy i regulyaciya povedeniya. [Social norms and regulation of behavior]. Bobneva MI, Shorohova EV, editors. Moscow: Nauka publ.; 1978. (In Russian).
  22. Kahle LR, Homer PM. A structural equation test of the value-attitude-behavior hierarchy. Journal of Personality. 1988;(54):638—646.
  23. Schwartz SH, Bilsky W. Toward a theory of the universal content and structure of values: Extensions and cross-cultural replications. Journal of Personality and Social Psychology. 1990;(58):550—562.
  24. Zhukov YM. Cennosti kak determinanty prinyatiya resheniya. Social'no-psihologicheskij podhod k probleme [Values as Determinants of Decision-making. Socio-psychological Approach to the Problem]. In: Shorokhova EV, Bobneva MI, editors. Psihologicheskie problemy social'noj regulyacii povedeniya. Moscow: Nauka publ.; 1976. P. 254—277. (In Russian).
  25. Kruglov BS. Rol' cennostnyh orientacij v formirovanii lichnosti shkol'nika [The Role of Value Orientations in the Formation of the Student's Personality]. In: Psihologicheskie osobennosti formirovaniya lichnosti shkol'nika. Sbornik nauchnyh trudov [Psychological Features of the Formation of the Student's Personality. Collection of Scientific Papers.]. Moscow; 1983. Р. 4—11. (In Russian).
  26. Kashirskij DV. Psihologiya lichnyh cennostej [The Psychology of the Personal Values]. Barnaul: AAEP publ.; 2014. (In Russian).
  27. Voroncova IS, Petrusevich AA. Vospitanie cennostnyh otnoshenij podrostkov v informacionnom prostranstve [The Formation of Value Relationships of Adolescents in the Information Space]. Nauka o cheloveke: gumanitarnye issledovaniya. 2020;(1):57—61. https://doi.org/10.17238/issn1998-5320.2020.39.57 (In Russian).
  28. Solovcova IA. Trebovaniya k soderzhaniyu duhovno-nravstvennogo vospitaniya: gumanitarnyj podhod [The Requirements for the Content of Spiritual and Moral education: The Humanitarian Approach]. Pedagogika. Voprosy teorii i praktiki. 2020;(6):727—733. https://doi.org/10.30853/ped200168 (In Russian).
  29. Andrienko OA. Cennostnye osnovaniya postroeniya processa vospitaniya [The Value Foundations of the formations of the Upbringing Process]. Baltijskij gumanitarnyj zhurnal. 2019;1(26):192—195. https://doi.org/10.26140/bgz3-2020-0901-0002 (In Russian).
  30. Anisimova TS, Vovk OS. Tekhnologiya problemnogo dialoga v formirovanii cennostnyh orientacij doshkol'nikov [The Technology of the Problem Dialogue in the Formation of Value Orientations of preschool children]. Koncept. 2019;(5):32—44. https://doi.org/10.24411/2304-120X-2019-11036 (In Russian).
  31. Pirmagomedova EA, Gusejnov RD, Gusejnova IS. Psihologicheskie metody, priemy i diagnostika elementov formirovaniya obshchechelovecheskogo i nacional'nogo v sisteme cennostej podrostka [Psychological Methods, Techniques and Diagnostics of Elements of the Formation of the Universal and National in the Adolescent's Value System]. Vestnik YUrGGPU. 2020;5(158):274—291. https://doi.org/10.25588/CSPU.2020.158.5.019 (In Russian).
  32. Mosienko LV, Shirokova EV, Hlyzova IV. Aksiologicheskie indikatory kachestva vospitaniya budushchego pedagoga v vuze [The Axiological Indicators of the Quality of Formation of a Future Teacher at the University]. Vestnik MGOU. Seriya: Pedagogika. 2021;(2):15—26. https://doi.org/10.18384/2310-7219-2021-2-15-26 (In Russian).
  33. National Studies of the Quality of Education. FIEQA, 2020-2021. [Internet] 2021. Available from: https://fioco.ru/Media/Default/Documents/NIKO/%D0%9E%D1%82 %D1%87%D0%B5%D1%82%20%D0%9D%D0%98%D0%9A%D0%9E%202020.pdf (accesed: 29 Jul 2021). (In Russian).

Copyright (c) 2021 Bryzgalina E.V., Stanchenko S.V.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies