Assessment and self-assessment in Lithuanian language lessons: traditions and alternation Cover Image

Vertinimas ir įsivertinimas lietuvių kalbos pamokose: tradicijos ir kaita
Assessment and self-assessment in Lithuanian language lessons: traditions and alternation

Author(s): Vilija Salienė
Subject(s): Education
Published by: Lietuvos edukologijos universitetas
Keywords: assessment; self-assessment; criteria; educational standards; assessment efficiency

Summary/Abstract: The implementation of teaching content is related to assessment and self-assessment. When carrying out an assessment, it is important to take into account what has been taught, what has been learned and what will be taught. Assessment is related to teaching (learning) methods as well; therefore, it is vital to take into consideration not only what has been taught (learned) but also how it has been taught (learned). Seeking to ensure assessment efficiency, it is important to analyse assessment and to identify its prospect: this may be achieved through teaching aids and various other sources intended for learners as materials contained therein determine the selection of assessment methods. The present article is aimed at discussing how assessment in Lithuanian language lessons changes, what is the relationship between traditional and new assessment forms, and what is the meaning of self - assessment in the teaching process. The object of the thesis is the works by students in years 6, 8, and 10. The methods applied in this paper include analytical descriptive method, questionnaire - surveys, development and application of assessment examples, and statistical data analysis. Assessment and self-assessment form an integrated and planned part of the teaching process: 1) methods for checking results are selected before the lesson, i.e. how it will be checked whether students have really learned what they were taught, and how frequently a partial feedback is needed; 2) during the lesson, assessment is carried out with regard to lesson content - formation of concepts and skills, improvement of writing and reading skills, etc.; 3) after the lesson it is determined whether teaching (learning) results have been achieved, whether methods used for checking results were appropriate, and guidelines for future assessment are formulated. Furthermore, it is important that assessment would be directed at determining whether the tasks set for the lesson have been achieved, what are student achievements, if compared to educational standards, whether teaching and learning were effective, what information could be provided for students’ further learning and teachers’ future decisions aimed at improving assessment efficiency. Currently, assessment undergoes certain changes by switching from assessment of formal knowledge towards assessment of skills. The significance of self - assessment is emphasised, and when carrying out an assessment, the focus is placed on the identification of challenges and ability to choose appropriate teaching (learning) methods. The nature and types of assessment change, and an emphasis is placed on assessment according to pre - determined criteria that are established according to the requirements of educational standards and are known to students...

  • Issue Year: 2006
  • Issue No: 84
  • Page Range: 114-119
  • Page Count: 6
  • Language: Lithuanian