SWOT analysis on policies on formative assessment in CE in Lithuania

Prepared by: Julita Pigulevičienė and Rūta Milišauskienė/Social Projects Institute (SPI)

Designed by: Socialiniu projektu institutas, Lithuania

The context of the Lithuania Vilnius, Kaunas, Panevėžys, Šiauliai regions / Vilnius, Kaunas, Panevėžys, Jonava district, Šiauliai district/ ALICE teacher’s schools

The SSGG analysis was conducted based on information provided by Lithuanian school teachers who actively participated in the activities of the ALiCE project. They took part in international ALiCE training sessions, applied the principles of formative assessment in civics lessons, and shared their experiences with colleagues.
Teachers shared the positive aspects, problems, and their expectations regarding civic education lessons with formative assessment during project discussions (focus groups, seminars, training sessions), and also responded to questions posed by SWOT researchers in writing.
The results of the SWOT analysis are based on the assessment of the situation in various regions of Lithuania (4 schools are located in different Lithuania cities and 2 schools are located in rural areas).

SWOT analysis regarding policies on formative assessment in citizenship education in Lithuania / Vilnius, Kaunas, Panevėžys, Šiauliai regions / Vilnius, Kaunas, Panevėžys, Jonava district, Šiauliai district ALiCE teacher’s schools.

Strengths

There are several specific policy features or components that have been effective in promoting the practice of formative assessment in civic education:

  • Recognition of broad civic competencies.
  • Recognition of the importance of civic education.
  • Political assurance that civic education is included in all subject curricula (without being separated as a distinct discipline).
  • Clear goals and standards.
  • Encouragement of comprehensive formative assessment (inclusiveness and diversity, critical thinking and skills).
  • Support for teachers (preparation of teaching and learning tools and methods for applying formative assessment in civic education, improvement of teacher competencies).
  • Provision of continuous assessment process improvement mechanisms, taking into account the latest pedagogical and psychological knowledge to ensure that civic education is effective and meets societal needs.
  • National and international projects, such as AliCE, where teachers and other specialists involved in civic education acquire and enhance their competencies.

Weaknesses

  • Lack of transparency, flexibility, consistency, and continuity in civic education formative assessment policy. As a result, teachers and school staff do not always understand what is expected of them precisely.
  • Overemphasis on testing: many formative assessment tools are oriented towards testing and standardized tests.
  • Civic education formative assessment policy is more focused on universal standards and less on considering the individual context of the student, such as social or cultural factors.
  • Lack of diversity in assessment methods: there is a shortage of formative assessment methods that would meet various student needs and abilities and enable proper assessment of students' civic development.
  • Overemphasis on theoretical knowledge. There is insufficient encouragement of student responsibility and self-assessment.
  • Insufficient promotion of qualitative assessment methods (portfolio, experiential project work, reflection).
  • Inadequate attention to teacher training, motivation, involvement in civic education, and the formative assessment process, as well as support for teachers.
  • There is still a lack of formative assessment tools and knowledge. Teachers feel insecure or unprepared to properly educate students' civic education and/or implement formative assessment processes.

Opportunities

  • Formative assessment in civic education could benefit from broader opportunities offered by assessment methods already used in other areas, such as:
    • Active learning methods (projects, discussions, practical activities, reflections, etc.), during which students could demonstrate their civic skills.
    • Individualized assessment, flexible assessment criteria and methods, applied according to the needs, abilities, and social context of the student.
  • Lithuania has developed a system for the training and continuous improvement of educators' competencies. The creation of new programs covering topics related to civic education and formative assessment in civic education would open up broader opportunities to organize training for teachers, prepare them, encourage their participation in civic education, and apply various formative assessment methods and tools.
  • In the Lithuanian education system, there are new trends and innovations that could be utilized in the policy for improving formative assessment in civic education:
    • Consistent and long-term assessment strategies, where student development and progress are tracked throughout the learning process.
    • Inclusion of social and emotional indicators in assessment, where students' abilities to communicate, collaborate, and manage their emotions are evaluated.
    • Utilization of digital technologies to create personalized learning and individualized learning environments.
  • The competencies acquired by teachers participating in the AliCE project enable them to contribute to the improvement of formative assessment in civic education policy not only within their own institutions but also in their region or country. Collaboration with other institutions opens up opportunities to disseminate AliCE project ideas to a broader circle of professionals involved in youth civic education activities.
  • Collaboration with non-governmental organizations, schools, or training centers can be beneficial in conducting pilot projects aimed at testing new formative assessment methods or policy innovations. Such partnerships would help evaluate the practical effectiveness of formative assessment policy and receive feedback.
  • Businesses and non-governmental organizations can be partners in improving formative assessment practices by providing additional equipment, funding, or expertise.

Threats

Factors posing a threat to the successful implementation of formative assessment in civic education policy in Lithuania include:

  • Due to the lack of transparency, flexibility, consistency, and continuity in civic education formative assessment policy, as well as insufficient readiness and support (from school administration, etc.), teachers may experience difficulties, misunderstand, or improperly apply formative assessment, or may not apply it at all.
  • Subjective attitudes towards civic assessment. Teachers or other specialists involved in civic education may have different perceptions or opinions about what civic skills are and how they should be assessed.
  • Legal changes aimed at standardizing and centralizing assessment processes may contradict the existing assessment culture and philosophy in schools, reducing teachers' and schools' flexibility and creativity. This can limit the ability to consider individual student needs and social context during civic assessment.
  • Legislative changes that allocate insufficient funding and resources to the education sector may have a negative impact on schools' ability to implement quality formative assessment policies. Inadequate funding may limit teacher training, accessibility of technological tools, and specialist support.

These threats can be mitigated or eliminated by:

  • Providing teachers with the necessary competencies, support, and resources needed to carry out formative assessment of students' civic education.
  • Maintaining a balance between standardized assessment methods and flexibility, allowing teachers to adapt the assessment process to the specific needs and abilities of students.
  • Integrating civic education into all curriculum and activities to promote consistent development of student civic engagement throughout the learning process.
  • Ensuring adequate funding and availability of resources.
Posted in Lithuania, SWOT