The article discusses the Monitoring of higher education institutions' (HEIs') effectiveness, which has been conducted annually by the Ministry of Education and Science in the last fi ve years. The method of the Monitoring is based on the technology of collecting and systematizing information used by the state accreditation in 1997-2010. The reasons for the introduction of the Monitoring by the Ministry are described; the features of the performance indicators are justifi ed by the state educational policy. A model of presentation of the Monitoring results in the league table format is suggested, which makes it possible to use its results more fl exibly for the management of the higher education system. It also allows higher education institutions to analyze their positions and to form their own ways of the development.

The article describes the key stages in the development of the educational assessment system in Russia: certification of educational institutions, participation in international comparative studies, implementation of the Unified State Examination (USE) and Basic State Examination (BSE), and emergence of a community of education assessment experts. The most urgent goals in the development of the Russian education assessment system are seen in switching to competency-oriented USE and BSE (with the subject-specific component preserved), developing national monitoring studies to compare education quality across regions and municipalities, tracing the socialization patterns of school graduates, elaborating various models of in-class and in-school assessment, and providing tools to measure individual progress of students. Meanwhile, the lack of competent interpretation of measurement results appears to be the main challenge in educational assessment.

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Как сконструировать национальный агрегированный рейтинг? Болотов Виктор Александрович-д-р пед. наук, академик РАО, научный руководитель Центра мониторинга качества образования.