Švietimo vertinimo raida Lietuvoje

LTLietuvos švietimo koncepcijoje [8] svarbus vaidmuo skirtas moksliniam informaciniam švietimo aprūpinimui. Taip tuo metu buvo įvardytas švietimo būklės vertinimo duomenų kaupimas ir analizė. Iki šiol nebuvo išsamesnių bandymų įvertinti šioje srityje įvykusią kaitą, nustatyti tendencijas. Tai tampa šiandienos aktualija, prisiminus, kad dabarties švietimo politikos dokumentuose [12] akcentuojami švietimo kokybės, švietimo valdymo efektyvumo iššūkiai. Šių problemų neįmanoma išspręsti be vertinimo. Objektas. Lietuvoje taikomi švietimo vertinimo instrumentai. Tikslai ir uždaviniai. Išanalizuoti švietimo vertinimo raidą nepriklausomoje Lietuvoje, išskirti jos etapus ir charakteringus bruožus. Metodai. Modeliavimas, klasifikavimas, dokumentų analizė, lyginamoji analizė.

ENQuality of Education is one of the strategic goals in Lithuania as well, as in other European countries. For the quality assurance evaluation is crucial. It is necessary to understand phenomena of evaluation, to be aware of wide range of evaluation instruments, to understand trends in evolution of educational evaluation. Main goal of this article is to give a common picture of evolution of the educational evaluation in Lithuania. The two dimensional system was created to analyze the trends and range of instruments used in Lithuania. Dimension of time was split up into periods. For each period of time the name of educational strategy used in this period was given. Four periods were described in this way: period of the National school concept, period of the General Concept of Education in Lithuania, period of Priorities of the Second Stage of Educational Reform, and current Period of the State Strategy of Education. Instruments of evaluation were selected for the second dimension. Three groups of instruments were formed: evaluation of schools (process), national examination and students achievements studies (outputs), and systematic data analysis on the system level (policy). Assessment of students in the classroom was excluded from the system due to the conceptual distinguishing of education and teaching. Quality assurance on the school, region or country level is related to the evaluation of education. Student’s assessment done by teacher is related to the teaching level.