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Карданова Елена Юрьевна

Институт образования

Профиль на hse.ru ↗ тел.: +7 (495) 772-95-90 | 22095 | +7 (916) 393-86-49
Публикаций
68
Языков
1
Наград
18
Конференций
23
Профиль Публикации (68) Курсы (6)

Профессиональные интересы

психометрикаразработка тестовшкалирование результатов тестированияItem Response Theoryмодели Раша

Должности

  • Доцент — Институт образования, Департамент образовательных программ
  • Ведущий научный сотрудник — Институт образования, Центр психометрики и измерений в образовании
  • Научный руководитель — Институт образования, Центр психометрики и измерений в образовании
  • Научный руководитель образовательной программы — Обучение и оценивание как наука
  • Руководитель программы повышения квалификации — Теория и практика разработки инструментов оценивания в образовании

Био

  • · Начала работать в НИУ ВШЭ в 2010 году.
  • · Научно-педагогический стаж: 40 лет.

Образование

  • 2009 · Кандидат физико-математических наук: Ленинградский государственный университет им. А.А. Жданова, специальность 01.01.02 «Дифференциальные уравнения, динамические системы и оптимальное управление»
  • 1992 · Ученое звание: Доцент
  • 1980 · Специалитет: Ленинградский государственный университет им. А.А. Жданова, факультет: Математико-механический, специальность «Математика», квалификация «Математик»

Опыт работы

  • · 2010: настоящее время
  • · НИУ ВШЭ, Институт образования
  • · Директор Центра психометрики и измерений в образовании,
  • · Доцент Департамента образовательных программ,
  • · Ординарный профессор.
  • · Новгородский государственный университет имени Ярослава Мудрого, Институт электронных и информационных систем
  • · Кафедра высшей математики
  • · Доцент, руководитель секции тестовых технологий
  • · Великий Новгород, Россия
  • · Федеральный центр тестирования МО РФ
  • · Москва, Россия
  • · Исследователь, руководитель отдела анализа тестовых заданий и тестов

Награды и поощрения

  • · Благодарность Института образования НИУ ВШЭ (декабрь 2025)
  • · Благодарственное письмо проректора НИУ ВШЭ (декабрь 2024)
  • · Благодарственное письмо проректора НИУ ВШЭ (декабрь 2024)
  • · Медаль "Признание - 10 лет успешной работы" НИУ ВШЭ (март 2024)
  • · Благодарственное письмо проректора НИУ ВШЭ (февраль 2024)
  • · Благодарственное письмо проректора НИУ ВШЭ (февраль 2024)
  • · Благодарственное письмо ректора Высшей школы экономики (декабрь 2022)
  • · Благодарность Высшей школы экономики (сентябрь 2020)
  • · Благодарность Высшей школы экономики (июнь 2018)
  • · Почетная грамота Министерства образования и науки Российской Федерации (июнь 2012)
  • · Почетная грамота Министерства образования и науки Российской Федерации (январь 2012)
  • · Почетная грамота Комитета образования, науки и молодежной политики Новгородской области (июнь 2008)
  • · Надбавка за академическую работу (2015–2016)
  • · Надбавка за публикацию в международном рецензируемом научном издании (2021–2022, 2019–2021, 2017–2018)
  • · Надбавка за регулярные публикации в международных рецензируемых научных изданиях (2024–2029, 2023–2028, 2022–2027)
  • · Надбавка за статью в зарубежном рецензируемом научном издании (2016–2017)
  • · Лучший преподаватель — 2022–2023, 2013–2015
  • · Победитель Конкурса лучших русскоязычных научных и научно-популярных работ работников НИУ ВШЭ – 2023

Гранты и проекты

  • — · на соискание учёной степени кандидата наук

Конференции (23)

Показать все
  • · 2018: 19th Annual Conference of the Association for Educational Assessment - Europe (Неймеген). Доклад: A possibility for cross - country comparisons of early reading for children starting school in Russia and in the UK
  • · 2018: Seventh International Conference on Probabilistic Models for Measurement (Перт). Доклад: Setting benchmarks of children reading development for potential comparisons across countries and cultures
  • · 2017: 18th Annual Conference of the Association for Educational Assessment - Europe (Прага). Доклад: Providing Validity Evidence for the Engineering Students Professional Competences Test (evidence from Russia and China)
  • · 2017: 2017 WERA Focal Meeting. Доклад: Behavior problems of students in primary school and their impact on academic achievement and progress: case of Russia
  • · 2017: 18th Annual Conference of the Association for Educational Assessment - Europe (Прага). Доклад: Providing Validity Evidence for the Engineering Students Professional Competences Test (evidence from Russia and China)
  • · 2016: XVII Апрельская международная научная конференция «Модернизация экономики и общества» (Москва). Доклад: Прогресс первоклассников за первый год обучения в школе: фиксация неравенства на начальной ступени образования
  • · 2016: XVII Апрельская международная научная конференция «Модернизация экономики и общества» (Москва). Доклад: Оценка качества инженерного образования в элитных и неэлитных вузах России
  • · 2015: 16th Annual AEA-Europe Conference (Глазго). Доклад: The challenges of equating tests between Russia and Scotland
  • · 2014: 40th Annual Conference IAEA 2014 (International Association of Educational Assessment): Assessment Innovations for the 21st Century. Доклад: The study of international Performance Indicators for Primary Schools (iPIPS): a trial in Russia
  • · 2014: "Дифференциация в динамично меняющихся системах высшего образования: вызовы и возможности", V Международная конференция Российской ассоциации исследователей высшего образования (Москва). Доклад: Неоднородность системы российского высшего образования: введение в проблему и походы к оцениванию
  • · 2014: 40th Annual Conference IAEA 2014 (International Association of Educational Assessment): Assessment Innovations for the 21st Century. Доклад: The Results of Student Achievement Monitoring in Primary School in the Context of Educational Environment
  • · 2014: 2014 WERA Focal Meeting (Эдинбург). Доклад: The challenges of equating tests between Russia and the UK
  • · 2014: 15th Annual AEA-Europe Conference (Таллинн). Доклад: Cross-cultural comparability of SAM-Math results
  • · 2014: ECER 2014, Porto The Past, Present and Future of Educational Research in Europe. Доклад: Cross-cultural Comparability of Survey Data: Case of Nordic-Baltic Comparative Study"; "Measuring Heterogeneity Of The Educational System
  • · 2013: 7th International Technology, Education and Development Conference INTED 2013 (Валенсия). Доклад: Academic Heterogeneity of Universities Freshmen
  • · 2013: 7th International Technology, Education and Development Conference INTED 2013 (Валенсия). Доклад: The results of student achievement monitoring in primary school and their connection to educational environment characteristics
  • · 2013: XXIII Всероссийская научно-методическая конференция "Проблемы качества образования". Уфа-Москва 20-27 мая 2013 г. (Москва-Уфа). Доклад: Спецификация компетентностно-ориентированных оценочных средств
  • · 2013: XXIII Всероссийская научно-методическая конференция "Проблемы качества образования". Уфа-Москва 20-27 мая 2013 г. (Москва-Уфа). Доклад: О подходе к разработке компетентностно-ориентированных оценочных средств
  • · 2013: 14th Annual AEA-Europe Conference (Paris). Доклад: Comparative Study on Mathematics Teachers’ Beliefs and Practices
  • · 2013: 14th Annual AEA-Europe Conference (Paris). Доклад: Student Achievement Monitoring Toolkit (SAM): Validity and Reliability Issues
  • · 2012: 4th International Conference on Education and New Learning Technologies (EDULEARN12) (Барселона). Доклад: New technologies of assessment: School Achievements Monitoring
  • · 2012: 38th Annual Conference IAEA 2012 (International Association of Educational Assessment) (Астана). Доклад: School achievement monitoring toolkit: validation study
  • · 2012: 13th annual AEA-E Conference (Берлин). Доклад: School Achievements Monitoring Toolkit: Framework and First Results

Идентификаторы исследователя

Публикации (68)

Sex differences in first graders' literacy skills are mediated by parental input

2021 · ARTICLE · en

Literacy skills, which predict academic achievement across school, consistently show sex differences with girls outperforming boys. The present study examined whether and how these differences in literacy skills at the early stages of formal schooling are related to differences in parental input, namely the frequency of literacy-relevant activities. The study involved a large sample of first-graders (N = 1292) and their parents. Information about home activities (e.g., reading, learning letters, playing word games) was collected via a survey administered to parents. Children's literacy skills (decoding and reading comprehension) were assessed in the beginning and at the end of first grade. Results showed that girls outperformed boys at both testing points and that parents engaged girls in literacy activities more often than boys. Critically, parent-initiated activities partially accounted for sex differences in children's literacy scores. Implications of these findings for the understanding of the nature of sex differences are discussed

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Thinking critically about critical thinking: validating the Russian HEIghten® critical thinking assessment

2020 · ARTICLE · en

Critical thinking has been identified as a crucial general skill contributing to academic and career success in the twenty-first century. With the increasing demands of the modern workplace and a global trend of accountability in higher education, educators and employers pay great attention to the development of students' critical thinking skills throughout their training. Therefore, there is an urgent need worldwide for an updated and comprehensive assessment tool of college-level critical thinking. This paper reports on the preliminary validation for the Russian version of the HEIghten® Critical Thinking assessment developed by Educational Testing Service (ETS). Based on a large Russian college student sample (N = 1060), we evaluated the psychometric quality of the items, individual and institution-level reliability, external validity, and student perceptions. Overall, the results suggested good psychometric quality, except that a few items showed low discriminating power and should be further examined with a second wave of data collection. IRT analyses revealed testlet effects and supported the essentially unidimensional structure of the measure. Appropriate correlations with external criteria provided support for the measure's convergent validity. Implications of the preliminary validation study results and the future research agenda, especially the need to collect longitudinal data, are discussed.

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Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function

2020 · PREPRINT · en

Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning. Results show production is concave in CAL. Moving from zero to a low level of CAL, the marginal rate of technical substitution (MRTS) of CAL for traditional learning is greater than one. Moving from a lower to a higher level of CAL, production remains on the same or a lower isoquant and the MRTS is equal to or less than one. The estimates are consistent with the general form of a Cobb-Douglas production function and imply that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide and its continued substitution for traditional learning.

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Психометрическое моделирование сложных конструкторов

2020 · CHAPTER · ru

В этой работе описывается перечень исследований, которые необходимо провести для обоснования возможности одновременного использования как общего балла по тесту, так и баллов по субшкалам, при измерении сложных конструктов. Эти исследования проиллюстрированы на примере компьютерного адаптивного инструмента PROGRESS-ML, измеряющего базовую математическую грамотность в 3 классе.

The Impacts of Highly Resourced Vocational Schools on Student Outcomes in China

2020 · ARTICLE · en

Policymakers in developing countries have prioritized the mass expansion of vocational education and training (VET). Evidence suggests, however, that the quality of VET can be poor. One possible reason given by policymakers for this is a lack of resources per student. The goal of this study is to examine whether the quality of VET in developing countries increases by investing greater resources per student. To achieve this goal, we examine the impacts of attending model schools (which have far more resources per student) compared with non-model schools (which have fewer resources) on a range of student cognitive, non-cognitive, and behavioral outcomes. Using representative data from a survey of approximately 12,000 VET students from China, multivariate regression and propensity score matching analyses show that there are no significant benefits, in terms of student outcomes, from attending model vocational high schools, despite their substantially greater resources.

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Psychometrical Modeling of Components of Composite Constructs: Recycling Data Can Be Useful

2020 · CHAPTER · en

This paper describes a list of studies necessary to justify the simultaneous use of both the overall test score and the subscale scores when measuring complex constructs. We investigate in detail one of the strategies for modeling composite constructs, which is popular within the international comparative studies of education. This strategy is based on repetitive recalibrations of the same data using unidimensional models for reporting overall test score and multidimensional models for reporting its components. We use Monte-Carlo simulations to illustrate that repetitive recalibrations of the data using unidimensional and multidimensional models yield, basically, the same results after their transformation to the same scales. However, we also illustrate that the fit of the unidimensional models to the data may be confounded if the components of the composite vary in terms of their relations with each other and their variance. We illustrate the studied strategy for modeling composite constructs using the computer adaptive test PROGRESS-ML, which measures basic math literacy in the third grade.

Изучение возможности проведения межстранового сравнительного исследования навыка чтения у учащихся на входе в школу

2020 · ARTICLE · ru

Первые годы обучения, когда ребенок только учится читать, критически важны для дальнейшего образования и развития. Межстрановые сравнительные исследования развивающегося навыка чтения имеют значительный потенциал с исследовательской и практической точки зрения, поскольку дают исследователям, практикам и политикам информацию о возможностях и перспективах для развития детей младшего школьного возраста в разных странах, условиях и контекстах. Публикаций такого рода немного, а исследований, в которых принимали бы участие русскоязычные дети на этапе поступления в школу, нет. На примере данных, полученных с помощью двух языковых версий инструмента iPIPS на репрезентативных выборках первоклассников из Республики Татарстан и Шотландии, проанализирована возможность сопоставления результатов оценивания раннего навыка чтения у детей, начинающих школьное обучение в странах, которые различаются языком, культурой, возрастом начала школьного обучения. С целью изучения возможных способов сопоставления результатов в условиях отсутствия общей метрической шкалы для оценивания выборки детей из разных стран проведены два исследования: в первом метод экспертного ранжирования применен для установления соответствия уровней развития чтения на русском и английском языках, а во втором полученная уровневая модель используется для установления пороговых баллов (бенчмарок) результатов оценивания учащихся в двух странах.

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Grit: Two Related but Independent Constructs Instead of One. Evidence From Item Response Theory

2019 · ARTICLE · en

The Grit scale is a popular measure of achievement-striving behavior. Consisting of two subscales, Consistency of Interests (CI) and Perseverance of Effort (PE), this scale has been repeatedly demonstrated to have high reliability and validity. At the same time, an increasing number of studies explicitly report a low correlation between the subscales and distinct patterns of associations with external measures that each subscale forms. We explored whether there is psychometric evidence that a substantive single grit construct underlies the scale. To answer this question, we investigated the scale structure in a more robust framework than the classical test theory and factor analyses could previously provide. The Russian version of the Grit scale was developed and implemented on a representative sample of high school students (n = 2,269), and different models of item response theory (IRT), both unidimensional and multidimensional, were compared to find the best fitting model. The results confirmed that the subscales reflect related but independent constructs rather than the whole grit construct. The psychometric properties of the subscales were analyzed with the two-dimensional Partial Credit Model. Both subscales of the Russian version of the Grit scale are unidimensional, have good psychometric properties, and can be used to estimate respondents’ ability.

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Computer science skills across China, India, Russia, and the United States

2019 · ARTICLE · en

We assess and compare computer science skills among final-year computer science undergraduates (seniors) in four major economic and political powers that produce approximately half of the science, technology, engineering, and mathematics graduates in the world. We find that seniors in the United States substantially outperform seniors in China, India, and Russia by 0.76–0.88 SDs and score comparably with seniors in elite institutions in these countries. Seniors in elite institutions in the United States further outperform seniors in elite institutions in China, India, and Russia by ∼0.85 SDs. The skills advantage of the United States is not because it has a large proportion of high-scoring international students. Finally, males score consistently but only moderately higher (0.16–0.41 SDs) than females within all four countries.

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Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school

2018 · ARTICLE · en

Is it possible to compare the results in assessments of mathematics across countries with different curricula, traditions and age of starting school? As part of the iPIPS project, a Russian version of the iPIPS baseline assessment was developed and trial data were available from about 300 Russian children at the start and end of their first year at school. These were matched with parallel data from representative samples of equal numbers of children from England and Scotland. The equating of the scales was explored using Rasch measurement. A unified scale was easiest to create for England and Scotland at the start and end of their first year at school when children only differ by a half a year in age, and live in adjacent countries with a common language. Although fewer items showed invariance across the three countries, it was possible to link iPIPS scores in mathematics from the start and end of the first year at school across Scotland, England and Russia. The findings of this study suggest that, despite the apparent difficulties, meaningful comparisons of mathematics attainment and development can be made. These will allow for substantive interpretations with policy implications.

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Курсы (6)