Criterial framework for internal and external evaluation of the form tutor’s activity

Introduction. In modern conditions, the problem of setting the criteria for evaluating the effectiveness of the form tutors’ activity is becoming relevant in virtue of the importance of education and the absence of a unified methodology and techniques for evaluating the efficiency of the form tutor’s activity. The purpose of the study is to develop and substantiate the criterial framework for evaluating the efficiency of the form tutor’s activity. Materials and methods. A total of 230 form tutors from educational organisations representing 7 regions of the Russian Federation took part in the survey. The service record of 54% of the respondents was over 20 years, 30% – 11 to 20 years and 16% – less than 10 years. Methods: the key theoretical methods were system analysis, synthesis and generalisation of scholarly literature on the problem of developing the criteria and efficiency parameters of the form tutor’s activity, modelling the criterial framework of evaluation. The following was used as the main empirical methods: questioning of form tutors, method of observation, expert examination of the developed criterial framework. Results. A criterial framework for evaluation of efficiency of the form tutor’s activity, based on the selected theoretical and methodological foundations, was developed, being structured as three blocks: personality, process and efficiency. Certain criteria and of efficiency indicators were selected for each block with regard for the key invariant directions of the form tutor’s activity: work with the learner’s personality, learners’ stream, parents, subject teachers, social partners. It was revealed as a result of the empirical research that the most important component in the developed criterial framework, according to 41% of the respondents, is the efficiency block; it is followed in importance by the process block (39%) and the personality block (20%). The necessity to include invariant directions of the form tutor’s activity in each block was noted by 75% of the respondents. The rating results on the each block criteria showed that 67% of the respondents noted the foremost importance, when considering the processual aspect, of the criterion “Organisation and facilitation activity aimed at education and socialisation of learners in cooperation with all actors of the educational process” (KP-4); when considering the personality aspect, 75% of the respondents placed the criterion “Competence in organisational and pedagogical support of educational process” (KL-4) at the top. When assessing the criteria of the efficiency block, the respondents’ rating showed that 72% and 87% of the form tutors placed the criteria “level of cohesion of children’s team, parents, teachers, the staff, the level of development of children and adult community” (KR-6) and “level of learners’ mature experience as based on the system of values inherent in a Russian citizen” (KR-7), on the first place. Conclusions. The obtained results confirm the importance and necessity of creating a criterial framework that acts as an evaluation matrix of the form tutor’s activity efficiency. The personality, processes and efficiency aspects forming its basis take into account the complex of the form tutor’s invariant activity. The further research will be connected with the creation of methods for assessing efficiency of the form tutor’s activity and those related with automation of this process.