ASSESSMENT OF LEARNING-TO-LEARN PROCESSES IN STUDENTS

The concept of learning -to - learn is a key competence for lifelong learning which is one of the most critical demands of the new educational reforms in Georgia. The core of learning to learn is formed through good educational practices. Learning-to-learn is defined as the competence and the willingness to adapt to novel tasks, which activates person's affective and cognitive processes and leads to learning action (Hautamaki, et al., 2002). National Curriculum and Assessment Center of Georgia, Assessment Unit developed the special measurement instrument for learning to learn (L-t-L) assessment in students. The purpose of the study was to analyse whether students grouped by their self-assessed level of success differ according to their L-t-L components assessed by our L-t-L measurement instrument and in general, to reveal the most influential factors of L-t-L for Georgian context. Our Sample comprised of 1007 students of 38 schools located in the different regions of Georgia. Analyzing results by factor analysis, ANOVA, and non-parametric measures showed that students having better performance on L-t-L components have higher self-assessed academic performance. These results show the highest importance of Learning-to-learn assessment. Its inclusion as a distinct indicator in the educational evaluation system would provide a means to analyse the relative role of the different factors affecting student's achievement, and help direct schools towards practices and contents that would truly foster lifelong learning.