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Learning and teaching - Lithuania

How assessment information is used to inform teaching and learning activities in classrooms

Assessment information is provided in either a spoken or written form to pupils, parents, colleagues and school administration. The progress and achievements of pupils with SEN are analysed by other school specialists who assist the pupils (special education teacher, speech therapist, and psychologist). At the end of the term or semester assessment information is analysed during the meeting of the teachers’ council. The Deputy Headmistress  sums up the assessment information, compares it to the results of the last semester and draws conclusions. Summative assessment is used at the end of the program, course or module. Its results confirm the pupil’s performance formally at the end of the syllabus. Parents (foster–parents) are informed about their child’s achievements according to the school regulations this must be done at least twice a year.

How assessment information links to the planning of learning and teaching at school, regional or even national levels

The National Study of Students’ Achievement, the international TIMSS studies and international competition results has implemented new requirements and challenges for updating curriculum and textbooks for the comprehensive school. General curriculum and achievement standards are revised and updated every 5-6 years, based on international and national pupil achievement assessment results, expert evaluations of the said documents as well as international practices. In order to ensure an effective and attractive teaching, the supply schools with new equipment and computer teaching aids is very important.
For better results in primary education, new effective measures should be employed to upgrade the teachers’ training and enhance their competence; and to raise general esteem of the profession of primary teaching. The results of the National Study of Pupils’ Achievement demonstrate that high competence of teachers plays a decisive role in affecting pupils’ learning motivation and results. To ensure the quality of the primary education, a greater attention should be given to the quality and efficiency of teachers’ training and competence raising. It would also be expedient to create a unified information system allowing the educational community members to submit and search information on training seminars and other events as well as other relevant information.
Future plans:

  • More detailed analysis of content (general plans, standards and text books), paying attention to pupils’ knowledge and abilities and favourable attitudes towards teaching opportunities both in gender and  regional aspect.
  • The review of TIMSS–TREND research in the results of the science achievements of pupils.
  • The analysis of the impact that informal teaching has in society, for choosing further professions and the attitude towards sciences.
  • The review and assessment of teachers’ training system.
  • Assessment of qualifying events and programs for primary teachers provided by various educational institutions.
  • Developing a web site for children and parents with summary information about assessment.

How teachers are prepared for their role in assessment

Information from Lithuania’s teachers’ qualification development system analysis shows that there is an improvement in the attitude of the teacher and an improvement in specialist teachers. The research shows that Lithuania’s qualification elaborating system is: open, has a wide variety of programs, but also it is easily seen that there is a shortage of equipment which would help to evaluate the quality of programs and their impact on improving the professional work of teachers.
The qualification elaborating system of teachers is decentralised. In 2003 the Teachers’ Competence Centre was founded in order to supervise the quality of this system, to accredit programs and the qualifying institutions. Teachers prepare for the assessment of pupils with SEN by participating actively in various projects.

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