Diagnostic Tool for Evaluating Teachers’ Pedagogical Practices

Between 2008 and 2018, Russia developed a diagnostic tool called SAM (Student Achievement Monitoring) to assess students’ mastery of cultural and subject-specific methods (tools) of action. This methodology is particularly effective for identifying achievements at higher levels (Levels 2–3) of learning. However, the successful application of the SAM technology requires careful planning of content, methods, and forms of organizing the educational process in mainstream pedagogical practice. 

An analysis of the initial results of student diagnostics using the SAM tool raised an important question: which pedagogical practices lead to high results at Levels 2–3 of the SAM assessment, and at what age are these practices most effective? 

To answer this question, a new diagnostic tool was developed to study teachers’ pedagogical practices. During its development, a hypothesis emerged that a school-based model of teaching rooted in L.S. Vygotsky’s cultural development theory could serve as the foundation for pedagogical practice. Organizing the educational process within this model increases the likelihood of achieving high results and improving education quality under modern conditions, particularly at levels defined by the SAM methodology, such as reflexive and functional levels. 

To deepen the understanding of how pedagogical practices influence diagnostic and testing results, an international study was initiated. 

This research project explored how specific pedagogical practices implemented in educational institutions impact students’ diagnostic results. A specialized system of situational pedagogical and administrative diagnostic tasks was created as part of the study. Solving these tasks enables experts to reconstruct the real pedagogical practices of specific schools or individual teachers and evaluate their influence on student achievements. 

Thus, the international study became a valuable tool for analyzing and comparing pedagogical approaches and their effectiveness in various educational contexts. It also facilitated the development of recommendations for optimizing pedagogical practices, ultimately improving educational outcomes and enhancing student preparation quality. 

During the tool’s development, key pedagogical actions were identified that, according to the developers’ hypothesis, ensure high student performance when completing SAM tasks at Levels 2–3 of subject-method mastery. These key pedagogical actions formed the basis of the pedagogical test. 

The test includes eight pedagogical tasks (blocks) that reflect the following key pedagogical actions: defining core concepts of the subject; planning pedagogical actions aimed at introducing these concepts; problem-setting in the classroom; organizing information search and critical evaluation of information; facilitating class-wide discussions and educational cooperation; creating models; applying task-based principles when selecting learning materials; and implementing assessment activities by both teachers and students. 

Each of the eight tasks consists of three types of assignments: selecting the appropriate pedagogical action or its implementation method (Task Type 1); justifying the selection (Task Type 2); and developing a mini-task based on the topic of the given task (Task Type 3). 

Based on the test results, teachers are categorized into four groups (types): 

1. Traditional Teachers (less than 50% of first-level tasks completed): These teachers focus on reproductive teaching methods, use only a traditional classroom system, rely on cumulative grading systems, and view the textbook as the main source of information.
2. Exploring Teachers (100% of first-level tasks and up to 50% of second-level tasks completed): These teachers actively experiment with individual elements and methods of activity-based pedagogy, exploring innovative approaches to education.
3. Reflective Teachers (100% of first-level tasks, over 50% of second-level tasks, and up to 50% of third-level tasks completed): These teachers not only seek innovative techniques and methods but also demonstrate reflective thinking, identifying their deficiencies and striving to improve their practices.
4. Activity-Based Teachers (all first-level tasks, over 50% of second-level tasks, and over 50% of third-level tasks completed): These teachers work within the cultural development model, utilize activity-based technologies, integrate task-based approaches, modeling, student inquiry, collaborative learning, and formative assessment. They are capable of designing and effectively implementing their educational programs, achieving high student performance at Levels 2–3 of cultural subject-method mastery.