Mokyklų išorinio vertinimo organizavimas ir vykdymas : pedagogų nuomonė

LTBendrojo lavinimo mokyklų veiklos kokybės periodinis vertinimas vykdomas Nacionalinės mokyklų vertinimo agentūros. Siekiant suvokti išorinio vertinimo procesą (2010), tirtos pedagogų nuomonės. Straipsnyje nagrinėjama pedagogų patirtis, susijusi su išorinio vertinimo organizavimu ir vykdymu. Pedagogų nuomonių tyrimo pagrindu vertinamas mokyklų išorinio vertinimo procesas. [Iš leidinio]Reikšminiai žodžiai: Mokykla; Veiklos kokybė; Išorinis vertinimas; Organizavimas; Vykdymo procesas; School; Activity quality; External assessment; Organisation; Implementation.

ENRegular quality assessment of general education schools is carried out by National Agency for School Assessment. Educators’ attitudes were researched to perceive the process of external assessment. The article analyses educators’ experience related to organisation and implementation of external assessment conducted in their school. Empirical data were collected, analysed and evaluated from October to November in 2010. The focus groups included 90 educators (from 8 to 14 in one school) and 21 schools principals out of them. The research was based on the precondition that analysis and evaluation of educators’ opinions allows diagnosing the most topical problems of school quality assessment. It was established that external evaluation and procedures of its implementation meet the theory of quality management. The whole process of external school quality assessment is perceived by educators as prophylaxis or self-testing, when spheres of school activities are credibly diagnosed. It was revealed that external quality assessment is conditioned by factors at three different structural levels that are involved in external assessment procedures. The research data showed that due to inadequate interinstitutional communication during external quality assessment and insufficient information dissemination, the majority of educators understand participation of their school in external assessment procedure as an autocratic obligation. Employment of publicity and transparency would make the model of education monitoring more understandable and acceptable to Lithuanian educators. It is necessary to strengthen dissemination of information at regional level, when lists of assessed schools are drawn up and approved and when National Agency for School Assessment conducts preparatory works for external assessment. [From the publication]