Effective teaching and qualified teachers are the key conditions that ensure the quality of education. Such an unequivocal conclusion was formulated based on the results of international research on the educational achievements of students (PISA, TIMSS, PIRLS). The challenge of identifying teaching factors related to learning outcomes is crucial.

The answer to this challenge has not only theoretical, but also practical significance, since the results can be applied to improve the efficiency of teaching in school. Therefore, when analyzing the results of any testing, particular attention should be paid to finding those factors that can potentially be changed at the school or at the regional level.

In 2016 CICED supported development of a tool for diagnosing the quality and content of pedagogical practices (Tool for Diagnosing Teaching Practices – TDTP) for teachers in primary school. A theoretical construction of TDTP was created, a task bank containing more than 50 tasks was developed and tested.

Through a specially created system of situational pedagogical and managerial diagnostic tasks offered to teachers, TDTP provides information on the results of use of various educational and methodological complexes and applied pedagogical practices. The package of diagnostic tasks of TDTP relies on the theoretical model of Students Achievements’ Monitoring, which allows determining the levels of knowledge acquisition at different stages of schooling.

The use of the TDTP helps to build the content, methods and forms of organization of the educational process in the mass pedagogical practice for the most effective achievement of high educational results in primary school. As a result of the use of the TDTP, teachers, as well as those responsible for conducting educational reforms at different levels of the educational system, will receive a set of factors that can potentially be changed at school or at the regional level to improve educational results.

This development is unique for the Russian Federation. Currently in the Russian practice of quality assessment there are no similar tools that have passed all the necessary validation procedures.