• Moscow Electronic School
    • Рre-professional education
    • Moscow schooler’s saturday
    • Olympiads
    • Champion clubs
    • Mathematical vertical
    • Window to Moscow school
    • Management environment
    • Professional skills
  • Moscow Electronic School
  • Рre-professional education
  • Moscow schooler’s saturday
  • Olympiads
  • Champion clubs
  • Mathematical vertical
  • Window to Moscow school
  • Management environment
  • Professional skills
ШБГ Metropolis  Schools
    • Moscow Electronic School
    • Рre-professional education
    • Moscow schooler’s saturday
    • Olympiads
    • Champion clubs
    • Mathematical vertical
    • Window to Moscow school
    • Management environment
    • Professional skills

International research

TIMSS 2019

154 образовательные организации города Москвы
4401 учащийся 4-х классов и 4327 учащихся 8-х классов
Учащиеся 4-х классов города Москвы заняли 5 позицию по математической подготовке и 1 позицию по естественнонаучной подготовке в международном рейтинге стран.
Учащиеся 8-х классов города Москвы заняли 6-ю позицию по математической подготовке и 4-ю позицию по естественнонаучной подготовке в международном рейтинге стран.

AIM

Исследование TIMSS-2019 является седьмым циклом международного сравнительного мониторингового исследования качества математического и естественнонаучного образования. Целью исследования является сравнительная оценка общеобразовательной подготовки учащихся 4-х и 8-х классов по математике и естествознанию в странах с различными системами образования, выявление особенностей образовательных систем, определяющих различные уровни достижения учащихся.


Sample Characteristics

В исследовании приняли участие 64 страны и 8 отдельных территорий. Москва впервые приняла участие в исследовании TIMSS в 2019 году как отдельная территория.

PISA 2018

151 образовательная организация города Москвы (79 стран)
7289 учащихся
5 место (79 стран и регионов) — «математическая грамотность»
3 место (79 стран и регионов) — «читательская грамотность»
6 место (79 стран и регионов) — «естественнонаучная грамотность»
2 место (20 стран и регионов) – «финансовая грамотность»
4 место (27 стран и 52 региона) – «глобальные компетенции»
Москва обогнала по результатам Финляндию, Нидерланды, Ирландию и Канаду

AIM

Цель международного исследования PISA-2018 — оценка способностей учеников 15-летнего возраста использовать приобретенные в школе знания и опыт для решения широкого диапазона жизненных задач. Исследование проводится по трем основным направлениям: «грамотность чтения», «математическая грамотность» и «естественнонаучная грамотность». Помимо основных направлений оценивания в каждом цикле исследования проводятся дополнительные, среди них: финансовая грамотность, глобальные компетенции (новое направление в цикле 2018 года). В PISA также изучаются факторы, которые влияют на различие в результатах стран-участниц программы.


Sample Characteristics

163 школы (из них 12 школ вошло в общероссийскую выборку, 151 – в независимую выборку Москвы). 7871 учащийся (из них 582 учащихся из общероссийской выборки, 7289 учащихся из независимой выборки Москвы).

ICILS-2018

150 московских школ
5087 участников исследования
2852 учащихся
2 место среди 14 стран

AIM

Сравнительное исследование компьютерной и информационной грамотности и факторов, влияющих на их формирование, среди учащихся 8-х классов. ICILS позволяет выявить, насколько хорошо современные школьники подготовлены к учебе и работе в век информации и как отличается уровень компьютерной и информационной между разными странами.


Sample Characteristics

150 московских школ, 5087 участников: 2852 учащихся, 2235 учителей.

PIRLS 2016

2016 - 1st place Russia (50 countries)
Moscow - 1st place among the capitals of the world
4577 of 4th grade students
206 educational organizations
42 country’s regions

AIM

Comparison of level and quality of reading and text comprehension by elementary school students in different countries of the world, identifying differences in national education systems


Sample Characteristics

About 4,000 students from 150-200 schools from each country. In most countries, 4th grade elementary school students participate in the study (it is the fourth year of study that is considered an important milestone in the development of children's reading literacy - by this point, students should master reading to such an extent that it becomes a tool of their further education). In Russia: 4577 pupils of 4th grade from 206 educational organizations from 42 regions (including 150 schools in Moscow, 4289 students)

PISA 2016

42000 pupils
609 Moscow educational organizations
A study of reading literacy showed that 15-year-old Muscovites were ahead of the vast majority of countries participating in the study.
In the field of mathematical literacy, Moscow schools demonstrated the highest results
100 best schools of Moscow based on their results advanced Singapore and Hong Kong
26 % of students were at the highest levels of their mathematical literacy

AIM

The Pisa for Schools (PfS) study complements primary PISA study. PfS was developed to meet the teachers' and educational leaders' demand as a tool that gives comparable results as well as conclusions on how to use them to improve the quality of education. The purpose of the study is an assessment of the educational achievements of 15-year-old students.


Sample Characteristics

The sample of students is formed by probability-proportional method. Participants of the study are 15-year-old students of educational organizations. In 2016 over 42,000 students from 609 educational organizations in Moscow participated in the study.

TIMSS 2015

53 regions
200 schools that are separated from elementary and middle school
Mathematics - 4th grade - 7th place (49 countries)
Mathematics - 8th grade - 6th place (39 countries)
Natural science – 4th grades - 4place (47 countries)
Natural science – 8th grade - 7th place (39 countries)

AIM

Comparative evaluation of academic achievements of students of grades 4th and 8th in maths and science in countries with different education systems, identifying features of education systems that define different levels of student achievement. Questioning students, their teachers, and the school administration, identifying factors that affect the quality of education in Russia, compare the content of educational standards developed in this country, with the requirements for the general education of students in different countries.


Sample Characteristics

53 regions, 200 schools separately for elementary and middle schools (of which 26 are Moscow schools).

PISA 2015

42 Russian regions
210 educational organizations
6300 pupils
in 2015 compared to the previous cycle of the study in 2012 the average results of Russian 15-year-old students increased
-in mathematical literacy by 12 points (from 482 to 494 points)
-in reading literacy by 20 points (from 475 to 495 points)
the results of Russian students in scientific literacy did not virtually change

AIM

Evaluation of academic achievements of 15-year-old students. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of students and their families' backgrounds, characteristics of educational institutions and the educational process.


Sample Characteristics

42 regions of Russia, 210 educational organizations (including 10 educational organizations in Moscow), 6300 students (7-9 grades - 87%, 10-11 grades - 10%, students from organizations of vocational education - 3%). - "scientific literacy"

TIMSS 2015

21 Moscow educational organization
Russian students of 11th grades who had studied an advanced profile course in mathematics in high school, showed the highest results among all the countries participating in the 2015 study
The results of Russian students in high school, who had studied the profile course of physics, exceeded the average value of the TIMSS 2015 scale.

AIM

Comparative assessment of the science and mathematics preparation of middle school students in countries with different education systems and the identification of factors affecting the level of this training. Studying the quality of education of high school graduates who have studied advanced courses in mathematics and physics. These two subjects are the priorities in terms of assessing intellectual potential of countries and the ability of its younger generation to use and improve new technologies.


Sample Characteristics

In 2015, the study involved students from 21 educational organizations in Moscow.

TALIS 2014

14 regions
200 schools
4076 middle school teachers
198 heads of educational organizations
Role and function of school administration
Evaluation of teachers and receiving their feedback
Professional development of teachers
Attitudes and perceptions of teachers about teaching and pedagogical practices

AIM

To find out in what conditions teachers work, and what kind of learning environment exists in schools. To help countries define and develop policies that support conditions that ensure the efficiency of school processes. The research objectives are to provide useful data for adoption of new policy decisions and analyze the following critical aspects of school activities: the role and functioning of school management; - evaluation of teachers' work and receiving their feedback; - teachers' professional development; - teachers' perceptions and views on teaching and pedagogical practices.


Sample Characteristics

The sample size is 200 schools in each country, 20 teachers in each school. 37 countries have participated in total. The target group of the study is middle school teachers and middle school principals. Russia: 14 regions, 200 schools, 4076 middle school teachers, 198 heads of educational organizations

ICILS 2013

43 regions of the country
206 schools
7318 research participants
3907 pupils
Russia was ranked 13th among 21 countries.
Computer and informational literacy

AIM

To assess students' readiness to study, work and live in the age of information; study the level of computer and information literacy of 8th grade students; identify and analyze factors affecting computer and information literacy; contribute to the development of educational programmes leading to the formation of computer and information literacy of students, and promote training in this area at the national and international levels.


Sample Characteristics

43 regions of the country, 206 schools (including 12 schools in Moscow), 7318 research participants: 3907students, 2995 teachers, 206 responsible for informatization at school, 206 principals.

PISA 2012

42 regions of Russia
227 educational institutions
5219 pupils
38-42 place (65 countries) - “reading literacy”
31-39 place (65 countries) - “mathematical literacy”
34-38 place (65 countries) - "scientific literacy
9-14 place (65 countries) - "financial literacy " (18 countries)

AIM

Evaluation of academic achievements of 15-year-old students. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of students and their families' backgrounds, characteristics of educational institutions and the educational process.


Sample Characteristics

42 regions of Russia, 227 educational organizations (including 10 educational organizations in Moscow), 5219 students (grades 7th-8th - 8.4%, 9th grade - 73.5%, grades 10-11 - 13.7%, pupils and students of educational institutions of elementary and middle vocational education - 4.3%). - “mathematical literacy”

PIRLS 2011

42 regions
202 schools
4461 pupils
2nd place (40 countries)
Level and quality of reading and text comprehension

AIM

Comparison of the level and quality of reading and text comprehension by elementary school students in different countries, identifying differences in national education systems.


Sample Characteristics

About 4,000 students from 150-200 schools from each country. In most countries, 4th grade elementary school students participate in the study (it is the fourth year of study that is considered an important milestone in the development of children's reading literacy - by this point, students should master reading to such an extent that it becomes a tool of their further education). In Russia: 42 regions; 202 schools (including 12 schools in Moscow), 4461 students.

TIMSS 2011

42 regions
4467 4th grade pupils from 202 schools
4893 8th grade pupils from 210 schools
Mathematics – 4th grades – 10th place (50 countries),
Mathematics – 8th grades – 6th place (42 countries)
Natural science – 4th grades - 5th place (50 countries)
Natural science – 8th grade - 7th place (42 countries)

AIM

Comparative evaluation of students’ academic achievements in grades 4th and 8th in maths and science in countries with different education systems; identifying features of education systems that define different levels of student achievement. Questioning students, their teachers, and the school administration, identifying factors that affect the quality of education in Russia, compare the content of educational standards developed in this country with the requirements for the general education of students in different countries.


Sample Characteristics

42 regions, 4,467 4th grade students from 202 schools (including 12 Moscow schools), 4,893 8th grade students from 210 schools, of which 12 are educational organizations in Moscow; 217 elementary school teachers, 237 teachers of mathematics, 913 teachers of natural sciences subjects, 4444 parents of 4th grade pupils, 412 representatives of school administration.

PISA 2009

45 regions
213 educational institutions
5633 pupils
29 reading assignment (101 questions in total)
24 groups of tasks in mathematics (35 questions in total)
18 groups of tasks in natural sciences (53 questions in total)

AIM

Evaluation of academic achievements of 15-year-old students. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of pupils and their families' backgrounds, characteristics of educational institutions and the academic process.


Sample Characteristics

45 regions of Russia, 213 educational organizations (including 10 educational organizations of Moscow), 5633 students (7th- 9th grades - 71%, of which 9th grade - 60.1%; 10th -11th grades - 24%, of which 10th grade - 23.1%; students of professional schools, technical schools and colleges - 4.9%). - “reading literacy”

ICCS 2009

45 regions
209 schools
4295 pupils
19th place (38 countries)
Pupils’ level of knowledge and understanding of their role as citizens

AIM

To explore how young people in different countries are preparing to become citizens. The results of this study demonstrate students’ level of knowledge and understanding of their roles as citizens, as well as their attitude to citizenship and civic responsibility. The study also identifies practices for teaching, classroom management, school management, creating a school climate and other factors related to student achievement and attitude towards civic education.


Sample Characteristics

45 regions, 209 schools (including 10 Moscow schools), 4295 students of 8th grade, 3081 teachers

TIMSS 2008

12 educational institutions of Moscow
Mathematics -1st place (10 countries)
Physics - 4th place (9 countries)

AIM

Comparative assessment of the natural-mathematical preparation of middle school students in countries with different education systems and the identification of factors affecting the level of this training. Studying the quality of education of high school graduates who have studied advanced courses in mathematics and physics. These two subjects are the priorities in terms of assessing the intellectual potential of countries and the ability of their younger generation to use and improve new technologies.


Sample Characteristics

In 2008, the study involved students from 12 educational organizations in Moscow.

TEDS-M 2008

2266 students - future teachers of elementary school
Mathematics – 4th place (17 countries)
Methodology of mathematics teaching – 6th place (17 countries)
2141 students - future mathematics teachers of middle school
Mathematics – 2nd place (17 countries)
Methodology of teaching mathematics - 2nd place (17countries)
1212 teachers

AIM

To assess the quality of higher education based on standardized testing and questionnaires of a relevant sample of university graduates. The main objective of the TEDS-M study is to examine teacher training systems and assess the quality of teacher preparation for teaching mathematics in elementary and middle school. Researches of elementary school and middle school have been conducted separately from each other. Research objectives are to assess the quality of teachers’ education; to identify and evaluate differences in teacher training in different countries; identify the factors that determine the most effective systems in teachers’ education.


Sample Characteristics

University students of the last year of study, obtaining the degree of elementary school teachers and middle school maths teachers. Sample formation of Russian universities has been implemented according to the list of higher education institutions that provide training for elementary and/or middle school teachers received from the Ministry of Education and Science of the Russian Federation. Attended: 2266 students - future elementary school teachers from 49 universities; 2141 students - future middle school mathematics teachers from 48 universities; 1212 teachers.

TIMSS 2007

58 regions
4464 4th grade pupils from 206 schools
4472 8th grade pupils from 210 schools
Mathematics- 4th grades - 6th place (36 countries)
Mathematics- 8th grades - 8th place (49 countries)
Natural science – 4th grades - 5th place (36 countries)
Natural science – 8th grades - 10th place (49 countries)

AIM

Comparative assessment of academic achievements of pupils of the 4th and 8th grades in maths and science in countries with different education systems; identifying specific features of education systems that determine different levels of student achievement. Questioning students, their teachers, and school administration to determine factors that influence the quality of education in Russia, compare the content of educational standards developed in this country, with requirements for the general education of students in different countries.


Sample Characteristics

58 regions, 4,464 students of 4th grade from 206 schools, including 10 Moscow schools; 4472 8th grade students from 210 schools (of which 10 are educational institutions in Moscow), 268 elementary school teachers, 273 mathematics teachers, 1083 teachers of natural sciences subjects, 416 representatives of school administration.

PIRLS 2006

45 country’s regions
232 schools
4955 students
2006 - 1st place Russia (40 countries)
Comparison of level and quality of reading

AIM

Comparison of level and quality of reading and text comprehension by elementary school students in different countries of the world, identifying differences in national education systems


Sample Characteristics

About 4,000 students from 150-200 schools from each country. In most countries, 4th grade elementary school students participate in the study (it is the fourth year of study that is considered an important milestone in the development of children's reading literacy - by this point, students should master reading to such an extent that it becomes a tool of their further education). In Russia: 45 regions; 232 schools (including 8 Moscow schools); 4955 students.

PISА 2006

46 regions of Russia
210 educational institutions
6154 students
37-40 place «reading literacy»
32-36 place «mathematical literacy»
33-38 place «scientific literacy»

AIM

To assess academic achievements of 15-year-old students. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of students and their families' backgrounds, characteristics of educational institutions and the educational process.


Sample Characteristics

46 regions of Russia, 210 educational institutions (among them 10 Moscow educational institutions), 6154 students (7-9 grade - 33,5%, among them 9th grade - 27,2%; 10-11 grade - 50,5%, among them 10th grade - 49,2%; professional school students - 6,1%, technical school and college students - 9,9%) - «scientific literacy»

TIMSS 2003

63 regions
419 schools
3963 4th grade students
4667 8th grade students
207 elementary school teachers
Maths - 4th grade - 9th place (25 countries)
Maths - 8th grade - 12th place (46 countries)
Science - 4th grade - 9th place (25 countries),
Science - 8th grade - 17th place (46 countries).

AIM

Comparative assessment of maths and science achievements of students of grades 4th and 8th in different education systems. The other objectives of the study are to define the education systems peculiarities which define students’ achievement levels. TIMSS participants (students, teachers as well as school administration) fill in the questionnaires which help identify factors influencing the quality of education in Russia, compare the content of educational standards in this country with the compulsory general educational requirements in other countries.


Sample Characteristics

63 regions, 419 schools, 3963 4th grade students, 4667 8th grade students, 207 elementary school teachers

PISA 2003

46 regions of Russia
212 educational institutions
5974 students
32-34 place (40 countries*) - «reading literacy»
29-31 place (40 countries*) - «mathematical literacy»
20-30 place (40 countries*) - «scientific literacy»;
25-30 place (40 countries*) - «problem solving competence».
*41 countries participated, but the UK results were not included due to the low participation rate.

AIM

To assess academic achievements of 15-year-old students. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of students and their families' backgrounds, characteristics of educational institutions and the educational process.


Sample Characteristics

46 regions of Russia, 212 educational institutions, 5974 students (9th grade - 32%, 10th grade - 49%, professional school students - 7%, technical school and college students - 12%) - «mathematical literacy»

PIRLS 2001

45 regions
206 schools
4093 students
12th place Reading level and comprehension
Comparison of level and quality of reading

AIM

To compare level and quality of reading and text comprehension among fourth-graders in different countries all over the world, as well as examining the differences of education systems.


Sample Characteristics

4000 students from 150-200 schools in each country. In most of the countries these are fourth-graders who participate in the study: the fourth year at elementary school is considered to be an important milestone in the development of reading literacy among children, by this time elementary school students should master reading skills to such an extent that reading becomes a tool of their further education. In Russia: 45 regions; 206 schools; 4093 students; 4050 parents; 206 elementary school teachers; 206 representatives of school administration.

PISA 2000

46 regions of Russia
250 educational institutions
6701 students
27-29 place «reading literacy»
21-25 place «mathematical literacy»
26-29 place «scientific literacy»

AIM

To assess academic achievements of 15-year-olds. Key research question: "Have the 15-year-old students, who have completed general compulsory educational programmes, acquired knowledge and skills required for being fully integrated into society?’ The study aims to assess the ability of students to apply the knowledge and skills acquired at school in life situations and it is carried out in three main areas: “reading literacy,” “mathematical literacy,” and “scientific literacy.” PISA also studies factors that allow explaining the differences in the students' results in the participating countries. Factors include characteristics of students and their families' backgrounds, characteristics of educational institutions and the educational process.


Sample Characteristics

46 regions of Russia, 250 educational institutions, 6701 students (more than 75% - 9th and 10th grade students, 25% - professional school, technical school and college students) - «reading literacy»

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