R. Želvys , V. Brazdeikis, A. Jakaitienė
2020 Winter Conference of the Association for Teacher Education in Europe (ATEE), 2020 m. liepos 6-8 d., Suceava, Rumunija.
Abstract. The amount of both national and international student achievement studies is rapidly growing, especially during the last decade. However, just a relatively small part of available data is used by policy makers as well as by teacher educators in Lithuania. Development of relevant competencies of data analysis would enable educators to make evidence-based decisions and evaluate the effectiveness of operating schools. Though policy makers and media are mainly interested in country rankings in the international studies like PISA, TIMSS or PIRLS, or in the school rankings in national league tables, researchers warn that the average score of student achievement is not a sufficient indicator of educational effectiveness. The level of inclusion, the numbers of drop-outs, the difference gap between high and low achievers and the level of resilience of students with low SES in this respect are no less important. In our study we analysed the results of the 10th grade national assessment examinations and school maturity examinations in native language and mathematics during the five cycles, from 2011-2012 study year till 2017-2018 study year and used a couple of the above mentioned criteria as indicators of educational effectiveness. Results revealed the existing differences between schools and regions of Lithuania. Our findings, besides purely scientific purposes, are also used for training relevant competencies of data analysis for the Masters students in Education at Vilnius University.