Formuojamojo vertinimo raiška Lietuvos mokyklose: ką rodo nacionaliniai mokinių pasiekimų tyrimai?

Abstract

The current challenges of Lithuanian education system are reflected in the poor learning outcomes as indicated by national and international student achievement surveys: a relatively small number of Lithuanian students perform at the highest achievement levels in PISA and the average performance of 15-year-olds trails that of its Baltic neighbours (OECD, 2017). The influence of low socio-economic status of student families on disparities in learning outcomes is also a big concern for the country. The scientific research provides some insights into how student achievement could benefit if certain educational policies and practices were adopted. The works of Hattie (2009), Black and Wiliam (1998), Wiliam (2012) focus on effective feedback techniques and formative assessment strategies that are proved to contribute to high learning gains. In Lithuania students’ achievement surveys were carried out in 2014 and 2015, the results represent students’ perspective on how formative assessment is implemented at schools and what are the effects of some variables that are attributed to formative assessment on learning outcomes. In the article, national tendencies related to implementation of formative assessment based on survey results are discussed and compared to international trends. The analysis revealed that the use of formative assessment in Lithuanian schools is not effective enough to improve student learning. Policy makers should prioritize formative assessment policies and invest into teacher training. Keywords: formative assessment, effective feedback, assessment of student achievement.