The paper examines different motives of governments, societies and higher education institutions to establish the system of External Quality Assessment (EQA). Two types of approach are distinguished: the summative approach (typical for governments) and the formative approach (typical for schools). Also, the critical analysis of performance indicators’ role in education and various methods of quality assessment employed in the Western countries, is offered. The basic principles of external quality assessment system elaboration are presented in the final part of the paper.
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