| Abstract [eng] |
In today‘s Lithuania the system of assessement of students‘ achievements and progress often fails public expectations, because according to S. Balevičienė (2016) the practice of evaluation process in schools does not comply with the provisions set out in the educational documents. Outdated achievements progress assessement fail to innovate and change with the modern education policy. It all comes out that it is necessary to analyse the issues that arise in encouraging teachers to use the formative assessement. As the nature of the assessement changes, teachers often stick to a more comfortable assessement where they focus on the final evaluation. Until now, Lithuanian scientists have gone deep into certain formative assessements in the case of higher education and in the process of general education the formative assessement was left out. As a result, problematic questions have arisen: what are the tendencies of the formative assessement and the prevailing tensions in the management of such assessement? The object of the research The tendencies and management tensions of the formative assessement in the educational process. The aim of the research To reveal the tendencies of the formative assessement and the prevailing tensions in the management of the formative assessement in the district of Pakruojis. The tasks 1. On the basis of the analysis of scientific literature and educational documents to reveal the students‘ achievements and the concept of the progress of the evaluation system, to discuss the objectives, functions, principles, types and methods. 2. On the basis of the analysis of the literature, to analyse the main concept of the formative assessement, the main function – support for the student‘s learning. 3. Through quantitative and qualitative research to find out the teachers‘ attitude towards the formative assessement, its tendencies and tensions. The results of the research The secondary data analysis of the quantitave study allowed to examin the tendencies of the formative assessement in the educational process. At the beginning of the work 3 hypotheses have been raised: H1 – Teachers tend to interact with students and provide the feedback to them to help them to achieve the learning success. It has been proven that teachers lead a dialogue with students, encourage them and motivate to experience the learning success. Teachers provide the feedback to their students at the most convenient time when they are free from teaching and explaining the material. H2 – Teachers know and understand what the formative assessement is, but they give priority to the summative assessement. H3 – Teachers often ‘forget‘ and do not involve students in the activities of the formative assessement. The gualitive research after the analysis of discourse data allowed to determine the management of the formative assessement, its tensions in the educational process. The research data highlighted several functions of social iteraction: the topic initiation, consent, informing, clarifying, ignoring, disagreeing, recognising and expressing feelings. Their rationagle highlighted these tensions of formative assessment: overestimation, distorted agreements with students, the absence of assessement criteria, the excessive help at home, conflict situations, instructions from the administration, an excessive desire to show of, the lack of competence, personal qualities, mutual consensus, a large number of students in the classroom, avoidance of the assessement criteria, students‘ honesty, underestimation of the teachers‘ work, vagueness of assessment criteria, excessive concern for learning success, self-esteem, lack of communcation, textbooks, tranfering the responsibility to the student, professional qualification, learning the process of the evaluation literacy. |
