| Abstract [eng] |
Electronic System for Assessing the Quality of General Education School Activity The present MA thesis examines the concept and importance of quality assessment of general education schools in the European Union and Lithuania. Based on the analysis of scientific literature, the thesis showcases the evaluation of the quality of school performance as a principal part of the school performance and management process, which has a direct impact on both students’ achievements and teachers’ motivation, as well as the public’s trust in the education system. The MA thesis analyses various aspects of school assessment in general education in great detail, including the legal framework, evaluation procedures and instruments, and data analysis tools. Significantly, one of the key objectives of the 2013-2022 National Education Strategy (2013) is “to establish a culture of quality in education based on data analysis and self-assessment”, thus instructing external evaluators of school activity and internal evaluators of school quality to base their findings on data collected in schools, and to analyse and interpret it professionally and efficiently. Evidently, data-driven evaluation and self-assessment results allow for monitoring and analysing school progress and trends, as well as aid in designing and planning progress strategies. Therefore, school activity evaluation is increasingly being linked to data analytics and the opportunities and tools it offers. The paper highlights the relevance of a shift towards more advanced digital tools, comprehensively discussing the possibilities of using the data analytics system Microsoft Power BI in the evaluation of the quality of performance of general education schools. As a part of the present thesis, an experimental study tested the Power BI Desktop tool as an instrument for school performance assessment procedures. The results substantiate the effectiveness of Microsoft Power BI in managing and integrating school data, creating reports, and visualisations that not only provide deeper insights, but also enable data-driven decision-making for school improvement. |
