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Implementation of assessment policy - Lithuania

After the abandonment of grades (1996) the principle of the idiographic assessment was admitted as the priority in primary school, many workshops have been held for primary school teachers, so it is therefore possible for them to share good practice.
The Primary school teachers were the most active participants of the project “The Assessment of pupils throughout education process” (2001–2003). This project was intended to create the Concept of Assessment of Pupils’ Achievement and Progress in co-operation within 50 schools who joined in the project. The partners of the project were schools, the Ministry of Education and Science, The Educational Development Centre and the British Council. The experience of the UK teachers, especially Scottish teachers, made an impact on the project.
Implementation of the Concept of Assessment of Pupils’ Achievement and Progress has been based on the continuous project “The Assessment of pupils’ throughout education process” (2004–2005) in co-operation with 29 schools and supported by the British Council. Teachers, Lithuanian and foreign experts have been trying to find the best ways to implement the principles and intentions of assessment for learning. The assessment development centres have been created in the schools involved in the project; assessment coordination leaders promote good practice in the regions. The teachers involved in the project will give examples of their practice in the preparing manual for teachers.
Primary school teachers made a big impact on the assessment information, recording documents changing and modifying them according to the changed assessment throughout education process. For example, pupils achievement record books are not imposed on the schools, but the school is offered an opportunity to choose, create its own pupils achievement record book or refuse using it at all.
Education Improvement Project (sponsored by the World Bank) has also made a big impact on the implementation of assessment for learning ideas of the Concept of Assessment of Pupils’ Achievement and Progress. The school teams involved in this project have learned the strategies of co-operative learning and assessment for learning, tried them and adapted them to their own schools. Approximately 100 consultants promote good experience collected using innovative methods and formative assessment in the class.
Co-operation with teachers preparing national education legislations acts, General education plans and Education standards (2003), The Concept of Assessment of Pupils’ Achievement and Progress (2004) was the key stone which encouraged the teachers of different subjects to become consultants who are able to explain the importance of such documents and their availabilities in the education process. The workshops about the assessment throughout education process, results of National study of pupil’s achievement and exam results have been held in the Institutions related to teachers in-service training, according to them the improvement of education quality is analysed.

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