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Exploring educators' views on professional deficits in education quality assessment

A growing body of research suggests that practice and decision-making in education are driven by educators’ personalities, including their professional assumptions and beliefs. This study aims to provide an outlook of the views of Russian-speaking educational assessment professionals from seven countries on what they perceive as their practical limitations. In so doing, it employs a survey design to study the professional deficiencies in eight domains of professional practice. The data suggests that “Assessment of soft skills” is believed to be the most deficient domain, followed by “Best practices implementation”, although with a notable variation by the respondents’ country of residence. No significant variation by other background factors used in the survey, including respondents' employment, job role, and qualification, was established. The results of the study might inform assessment authorities, agencies and network, including the ones working with educational assessment professionals from Russia and Russian-speaking countries.

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