TENDENCIES AND PROBLEMS OF THE ALTERNATION OF ASSESSMENT OF PUPILS’ ACHIEVEMENTS AND PROGRESS IN DIFFERENT STAGES OF LITHUANIAN EDUCATION REFORM

With reference to educational documents and articles of scholars and teachers-practitioners, this article analyzes the tendencies and problems of the alternation of the assessment of pupils' achievements and progress in primary school in the plane of education reform; the aim is also to reveal the input of Lithuanian scholars and teachers-practitioners on purpose of creating a new system of assessment. The analysis of the stages of education reform demonstrated that all stages emphasize the necessity to democratize pupils' assessment system with a gradual transition towards idiographic assessment and a refusal to assess primary school children with marks. In response to the requirements of the education reform, in 1998–2004 the scholars gave most attention to a theoretical grounding of the assessment of pupils' progress. In the third stage of Lithuanian education reform (2003–2008) methodical articles prevail which offer various versions of assessment, achievement books, whereas the attention of the scholars towards the system of assessment is decreasing. With reference to this, we make an assumption that the removal of scholars in the third stage of the reform was the main reason for teachers and students to be unsatisfied with the modern system of assessment.