The Adequacy of State Attestation for Measuring School Quality in the Republic of Kazakhstan

Abstract

The article presents the results of the research on the effects and side effects of state attestation of school (school inspection) in Kazakhstan. Based on the collected data, academic literature review, policy and relevant legal documents analysis the authors formulate 6 main conclusions regarding state attestation. 5 key problematic issues of the state attestation are further indicated, for which authors provide concrete policy recommendations. There are two options, that are disclosed for improving the state attestation of schools: an updated model of state certification with evaluation criteria; optimization of the existing SA model. In the recommendations of the authors it is proposed: to create an ethical code that is mandatory for familiarization and execution for the members of the attestation commissions and to fix their personal responsibility for the reliability of the results presented; to introduce a new system for calculating the progress of the school, which will not rely entirely on absolute knowledge at the time of SA, and will take into account the contextual data of the school’s contingent; Ensure parents’ access to the full data of the results of certification; to regulate the compulsory use of the results of the self-assessment of the school with the SA; to change the focus of SA from controlling to monitoring function. The research was conducted as a part of the Soros Foundation scholarship program in 2016-2017.
Key words: state attestation, school inspection, school effectiveness, teacher, strategic behavior.