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Features of best assessment practice - Lithuania

The assessment of primary school pupils’ achievement and progress in Lithuania is based on the idiographic principle (assessment of personal achievement) co-ordinating formal (criterion – referenced non grade) assessment with informal assessment. There are no separate assessment techniques for pupils with SEN in inclusive primary classrooms.

Best practice in assessment in inclusive primary classrooms

  • is adapted individually and suits the learner with SEN concerning their needs, personality, requirements of modified mainstream curriculum, alternative or individual curriculum and standards adapted according to their capabilities;
  • informs pupils about their progress and helps pupils to strive for their educational objectives;
  • raise learning motivation;
  • extend emotions and will;
  • encourage pupil’s success, progress, positive personal features and creativity, improve personal achievements;
  • encourages pupil’s participation in assessment;
  • intelligibly shows the pupil’s achievements, indicating discrepancies;
  • helps the teacher  to correct his/her own teaching techniques, to correct individual curriculum of pupils with SEN, correct the process of education, content and requirements, to find possible ways to eliminate discrepancies and gaps, to give support and overcome learning difficulties;
  • informs parents about their pupils’ progress and achievements regularly and properly;
  • fosters co-operation between pupils, parents and teachers;
  • inform school community and the society.

Teaching and learning individualisation requires knowing the child very well. Informal assessment, on-going monitoring, pupil’s observation records and portfolio help to give accurate information about the learning difficulties and achievements of pupils with SEN, along with successful teaching methods and activities. Assessment records help the teacher to monitor the pupil’s achievement and progress, prepare for discussion with the pupil and his/her parents, also with school’s special pedagogues and administration.

Policy that supports best practice

There are some policies that support best assessment practice in Lithuania. At first, this is a Curriculum reform accompanied by changes in the assessment system. Within the new educational paradigm, assessment is seen as an integral part of the educational process, in which continuous observation of the pupils’ progress, appropriate feedback, active involvement of the learner and co-operation between teachers and parents are emphasised. Secondly, the new policy document on assessment The Concept of Assessment of Pupils’ Achievement and Progress requires a modern deep understanding of the processes of teaching, learning and assessment. It intends to change schools accountability, assessment policy, classroom practice, and develop better assessment skills in teachers. Thirdly, the policy of funding and equipment for pupils with SEN education in inclusive primary classrooms will provide an opportunity for pupils with SEN to learn in an environment that meets their needs. This will guarantee better teaching and learning conditions and will support better assessment practice.

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