Tyumeneva, Yulia2013-11-182013-11-182013https://hdl.handle.net/10986/16276This case study examines how the Russian Federation disseminates and uses information from its student assessment system, drawing lessons for other countries seeking to more effectively use their own assessment data. Russia's Unified State Examination (USE) is primarily used for student selection and certification purposes, but a variety of other uses have been attached to it, including informing pedagogy, ensuring accountability, and monitoring education quality. This variety of uses has had both positive and negative consequences for the school system. Information from international large scale assessments, for example, Program for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRLS) has been widely used to introduce reforms in the school system. Factors that have affected the differential use of USE and international large scale assessment data include, among others, the purpose of a given assessment, its design features and level of credibility, and access to the assessment database. This paper is organized as follows: section one gives introduction; section two discusses the uses of student assessment information generated by the USE; section three describes the uses of international large scale assessment data to introduce educational reforms in Russia; and section four concludes with lessons regarding factors that impede or facilitate the effective use of student assessment to improve educational quality.en-USCC BY 3.0 IGOACADEMIC PERFORMANCEACADEMIC YEARACCREDITATIONAPPLICATION OF KNOWLEDGEASSESSMENT FRAMEWORKASSESSMENT FRAMEWORKSASSESSMENT INSTRUMENTSASSESSMENT SYSTEMBASIC EDUCATIONBASIC EDUCATION CURRICULUMBASIC PRINCIPLESCAREERSCHOICE QUESTIONSCIVIC EDUCATIONCLASS DISCUSSIONSCLASSROOMCOGNITIVE SKILLSCOMPARATIVE EDUCATIONCOMPULSORY SUBJECTSCURRICULACURRICULUMCURRICULUM FOR TEACHERSDECISION MAKINGDEGREESEDUCATION AIDEDUCATION ASSESSMENTEDUCATION OFFICESEDUCATION OFFICIALSEDUCATION POLICYEDUCATION QUALITYEDUCATION REFORMSEDUCATION STANDARDSEDUCATION SYSTEMEDUCATIONAL ACHIEVEMENTEDUCATIONAL ASSESSMENTEDUCATIONAL AUTHORITIESEDUCATIONAL DEVELOPMENTEDUCATIONAL GOALSEDUCATIONAL PATHSEDUCATIONAL POLICYEDUCATIONAL QUALITYEDUCATIONAL REFORMEDUCATIONAL REFORMSEDUCATIONAL STANDARDSEDUCATORSEFFECT ON STUDENT LEARNINGELEMENTSEXAMEXAMINATION CONTENTEXAMINATION PAPERSEXAMINATION RESULTSEXAMINATION SCORESEXAMSFINAL EXAMINATIONSFUTURE STUDENTSGLOBAL MARKETGRADUATE SCHOOL OF EDUCATIONGRADUATE STUDENTSHIGH SCHOOLHIGHER EDUCATIONHIGHER ORDER THINKING SKILLSINFORMATION TECHNOLOGYINSTRUCTIONINTERNATIONAL STUDENT ASSESSMENTLEARNINGLEARNING OUTCOMESLEARNING STANDARDSLITERACYLITERACY SKILLSMASS MEDIAMATHEMATICSMINISTRIES OF EDUCATIONMINISTRY OF EDUCATIONMODERN EDUCATIONMULTIPLE CHOICENATIONAL CURRICULUMNATIONAL EDUCATIONNATIONAL EXAMINATIONSNATURAL SCIENCESNUMBER OF STUDENTSOLD STUDENTSOPEN ACCESSPAPERSPEDAGOGYPERFORMANCE OF SCHOOLSPRACTICAL WORKPRIMARY LEVELPRIMARY PURPOSEPROBLEM SOLVINGQUALITY EDUCATIONQUALITY OF EDUCATIONREADINGREGIONAL REPORTSRESEARCH CENTERSRESEARCH FINDINGSRESEARCH UNIVERSITYRESEARCHERSRURAL SCHOOLSSCHOOL CURRICULASCHOOL DIRECTORSSCHOOL LEVELSCHOOL LOCATIONSCHOOL QUALITYSCHOOL RESULTSSCHOOL SYSTEMSCHOOL YEARSCHOOLINGSCHOOLSSCIENCE STUDYSCIENCE TOPICSSECONDARY EDUCATIONSECONDARY LEVELSECONDARY SCHOOLSECONDARY SCHOOL CERTIFICATESECONDARY SCHOOL CERTIFICATIONSECONDARY SCHOOL EXAMINATIONSSECONDARY SCHOOL STUDENTSSECONDARY SCHOOLSSOCIAL SCIENCESOCIAL SCIENCE RESEARCHSOCIAL STUDIESSTATISTICAL ANALYSESSTUDENT ASSESSMENTSTUDENT CERTIFICATIONSTUDENT LEARNINGSTUDENT LEARNING OUTCOMESSTUDENT PERFORMANCESTUDENT PREPARATIONSTUDENT SELECTIONSUBJECT AREASUBJECT AREASSYSTEMATIC FEEDBACKTEACHERTEACHER EVALUATIONTEACHER TRAININGTEACHER TRAINING INSTITUTESTEACHER TRAINING PROGRAMSTEACHERSTEACHINGTEACHING AIDSTERTIARY EDUCATIONTERTIARY EDUCATION INSTITUTIONSTEST RESULTSTEST SCORETEST SCORESTEST VERSIONSTEXTBOOKTEXTBOOK DEVELOPMENTTEXTBOOKSTRAINING PROGRAMSTRANSPARENCYUNIVERSITIESUNIVERSITY ENTRANCEVALIDITYYOUTHWorld Bank10.1596/16276