The Education and Assessment System in Lithuania

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-05-04 DOI:10.1080/0969594X.2022.2103516

I. Raudienė, Lina Kaminskienė, Liying Cheng

引用次数: 2

Abstract

ABSTRACT This article presents a historical and contemporary account of Lithuania’s national public education assessment system and its transformation since the country’s declaration of independence from the Soviet Union in 1990. We explore how the external examination system has developed in relation to ongoing curriculum reforms over the last 30 years, and how external examinations and standardised testing have taken priority over classroom assessment throughout this period. What becomes clear is that certain political decisions, guided by increased accountability demands, have significantly impacted classroom assessment practices, school cultures, and the mindsets of stakeholders about the role and function of assessment in Lithuania. Finally, we deploy our national and international expertise to recommend some changes to the current education system to make assessment an effective tool to improve student learning.

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立陶宛的教育和评估体系

本文介绍了自1990年立陶宛宣布脱离苏联独立以来，立陶宛国家公共教育评估体系及其转型的历史和当代描述。我们探讨了在过去的30年里，外部考试系统是如何随着课程改革的进行而发展的，以及在这段时间里，外部考试和标准化测试是如何优先于课堂评估的。显而易见的是，在问责制要求增加的指导下，某些政治决定对立陶宛的课堂评估实践、学校文化和利益相关者对评估的作用和功能的看法产生了重大影响。最后，我们运用我们的国内和国际专业知识，对当前的教育系统提出一些改革建议，使评估成为改善学生学习的有效工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.