A. Jakaitienė, R. Želvys, J. Vaitekaitis, S. Raižienė, R. Dukynaitė,
Informatics in Education. Vilnius: 2021, vol. 20(3), p. 439–462
Abstract. We focus on two types of centralised national examinations (the 10th grade tests and Matura examination) that are being carried out in Lithuania for two decades. The aim of the paper is to analyse assessments of mathematics for the entire Lithuanian secondary school population that have no sampling errors while considering the factors of location, school ownership and gender as important indicators when judging about educational effectiveness in terms of quality and equity. We analyse the results of the 10th grade tests for the 2011–2015 period and the results of the same cohorts participating in the Matura examination. We observe that the distribution of the assessments of both exams is asymmetric with a positive skew. The median often is below the middle of the grade scale indicating poor performance or mismatch between knowledge and examination tasks. There are limited differences in assessments with respect to gender and school location, although we detect a tendency to have better mathematics achievement in private schools. The conclusions drawn from national assessment data is somewhat different from international data thus one cannot neglect national information for the development of educational policy. The variables analysed in the analysis has limited predictive power for achievements in mathematics and further analysis is called-for.
R. Želvys, S. Raižienė, J. Vaitekaitis, R. Dukynaitė, A. Jakaitienė
Pedagogika. Vilnius: 2021, vol. 141(1), p. 125–145
Abstract. The aim is to analyse assessments of Lithuanian language and literature for the entire secondary school student population focusing on gender comparison, and development of models for the prediction of achievements. We use the results of the 10th grade test for the period 2011–2015 and the same cohorts in the Matura exam. Gender differences are observed in analysed national centralized assessments. The distribution of the 10th grade test achievements resembles the bell-shaped curve, whereas the Matura – do not.
R. Želvys, R. Dukynaitė, J. Vaitekaitis, A. Jakaitienė
Acta Paedagogica Vilnensia. Vilnius: 2020, vol. 44, p. 18-33
Santrauka. Straipsnyje nagrinėjama švietimo tikslų daugialypiškumo ir jų redukavimo į išmatuojamus rodiklius problema. Aptariami klausimai, ar vis labiau įsivyraujanti orientacija vien tik į mokinių mokymosi pasiekimus, dažniausiai apsiribojant PISA tyrimo duomenimis, yra kintamo globalaus požiūrio į švietimo daugialypiškumą išraiška; kokia švietimo paskirties samprata vyrauja šiandieniame pasaulyje; ar galima kalbėti apie universalius globalaus švietimo tikslus; kokią ateities švietimo viziją projektuoja didžiausią įtaką švietimo politikai darančios tarptautinės organizacijos; kaip švietimo tikslų redukavimas į rezultatų rodiklius atsispindi Lietuvos švietimo politikoje.
Abstract. This article deals with the problem of the multiplicity of educational goals and their reduction into measurable indicators. The paper debates whether an increasingly predominant student performance-centered approach, which is mainly limited to PISA findings, is a manifestation of a changing global educational paradigm; what concept of educational purposes prevails in today’s world; whether the global universal goals of education can be considered; what vision for the future of education is being projected by international organizations, which strongly influence education policy; how the reduction of educational goals into performance indicators is reflected in Lithuanian education policy.
Full Text [LT]
R. Želvys, R. Dukynaitė, J. Vaitekaitis, A. Jakaitienė
Management: Journal of Contemporary Management Issues. Croatia: 2019, vol. 24, no. Special Issue p. 17-36
Abstract. This paper examines the links between student learning and school leadership focusing on Lithuania in comparative perspective. Different aspects of school leadership areas are being outlined, but after a more thorough analysis of the educational effectiveness perspective, it seems that the direct link between principal and student achievement is not that clear. In order to explain this, we further analysed the role which school autonomy plays in effective leadership and found that different countries chose different levels of power distribution. After revealing diversity in meta-analyses and reviews about the existing effect sizes of school decentralization we looked into different tasks on which school heads spend their time, and noticed that instructional leadership is most effective in adding value to student achievement. What exactly counts as instructional leadership is debated and may change depending on context. The presumption that leadership and school effectiveness are related, could be valid only if school accountability and autonomy particularities are taken into account, therefore the reforms in selection, recruitment and training of school heads could be expected to drive effectiveness of education systems only as far as the right balance of the three (accountability, autonomy, leadership) are found.
S. Raižienė, D. Stumbrienė, L. Ringienė, R. Dukynaitė, A. Jakaitienė
The European Proceedings of Social & Behavioural Sciences (EpSBS), ICEEPSY 2018. UK: 2019, vol. LIII, p. 241-254
Abstract. Teaching practices are the most significant factors in explaining students’ academic outcomes (Caro et.al 2016). They vary across education systems and their effectiveness depends on the composition of other factors (Kyriakides, 2008). This study investigates the effects of students’ perceived teaching practices during science lessons (enquiry-based science teaching practices, adaption of instruction, teacher support, and perceived feedback) on student science performance whilst considering socioeconomic characteristics. Also, we compare these associations across various EU learning contexts. Data from 24 EU education systems that participated in PISA 2015 were used. Our results suggest that the prevalence of analyzed teaching practices is different across EU countries. The results of multiple linear regression show that the models explained from 14% to 25% variance of student science performance across EU countries. The adaption of instruction is positively related and perceived feedback is negatively related to science performance. These patterns of associations are similar across all observed EU countries. The association of enquiry-based teaching with performance is negative in the majority of EU countries. Teacher support does not work in the same manner as we obtain both positive and negative effects across EU countries. Our results confirm the difference of effectiveness of teaching practices across EU learning contexts.