Answers to the conference issues from Lithuania

ISSUE 1: THE EXAMINATION AS A SCHOOL-LEAVING "MATURITY" EXAM (ABITUR, BAC, MATURA, ETC.) AND/OR AS AN "ENTRY EXAMINATION" TO HIGHER EDUCATION (UNIVERSITY):
1.1. Does the "final examination" serve:
a) to achieve both aims -- Why and how?
b) as the school-leaving "maturity" exam - Why and how?
c) as the "entry examination" to higher education - Why and how?

In Lithuania, secondary school leaving examinations try to serve both aims. Passing final examinations brandos egzaminai is necessary for graduation from Secondary school. Unfortunately, the reliability of the information yielded by the examinations administrated and marked by the students' teachers is quite low. The consequence of this is that most universities for entry with its numerus clausus require prospective students to take university entrance examinations.

In the school year 1998/99 the National Examination Centre (NEC) ran State school leaving examinations in two subjects - History and Mathematics. These exams replaced existing A-level examinations (see below) in these two subjects, were administered in the local examination centres; students' scripts collected and marked by the group of markers in the NEC. None of universities or colleges will run their own entrance examinations in these two subjects, but will use the information from State school leaving examinations (if they needed information about student's achievement in Mathematics or History). Likewise, the so-called B-level school-based examinations in Mathematics and History are administered by student's school and are used to certificate student's literacy in these subjects.

1.2. The final examination as an intermediary between secondary and higher education and/or a pathway to occupation and employment.

The general secondary education is designed mainly to prepare students to continue education. Upon passing the final examinations, students receive a secondary school diploma and may apply to a university or college.

1.3. The individual achievement at the final examination as a selection criterion for admission to higher education

Some faculties use their own entrance examinations in the different subject, except Mathematics and History. The results of these examinations together with the average marks from school (the so-called Grade 12 mark for subject) and school leaving examinations marks serve for selective entrance purposes. The formula (weights for these marks) according which the final rank for the student will be calculated may differ for different branches of studies.

ISSUE 2 COMPULSORY AND OPTIONAL SUBJECTS IN THE FINAL EXAMINATION
2.1. The number of compulsory and optional subjects and the aim of such division

Students take five subjects in the school leaving examinations. Compulsory subjects are three: the Lithuanian language (taught as a Mother Tongue in Lithuanian schools or as a State language in the schools with Belorussian, Russian or Polish language of instruction), Mathematics, and one foreign language (English, French, German or Russian). The list of the optional subjects is quite large: German, French, English and Russian language as a foreign language, Belorussian, Russian and Polish language as a Mother Tongue, Physics, Chemistry, Biology, Computers science, Music, Art and Geography. The student should choose any two at least.

2.2. Breadth vs. depth of the examination

The breadth and (definitely and, but not versus) the depth of the examinations might be seen in quite a large number of subjects each of which is offered for students in two different levels. It is up to the student to take the best individual decision.

2.3. The role of Mathematics and Foreign Language(s)

Mathematics and one foreign language are both compulsory subjects for school-leavers. The plans to move these subjects to the list of optional examinations and to leave only the Lithuanian language as a compulsory examination are discussed. The role of math and foreign language would still be quite high because most universities ask these subjects to be taken by a prospective student.

2.4. Optional subjects: only academic or others in addition?

The secondary school leaving examinations include only the subjects taught in general secondary school. Currently this is linked to the concept of the maturity (quite academical still). Plans to open the system and to add some vocational-oriented subject (mechanics, technology, business studies, and etc.) are discussed

2.5. Effects on class teaching - Are there "(de)privileged subjects"?

Sure, the school pays a bit more attention to the subject to be taken by all students as a compulsory examination. But if the student chooses to take any examination, the teacher tries to assist. On the other hand, the successful passing of the final examinations is not enough for graduation from Secondary school. The student should have positive Grade 12 marks in all subjects taught this year. Therefore, all subjects are in some sense important for the student.

2.6. Are students specially prepared for various levels (standard, higher levels)?

Exams are offered in two levels. Students select to take either the advanced or basic level of the examination around February, and have enough time to prepare for the examination.

ISSUE 3: ASSESSMENT AND CERTIFICATION OF ACHIEVEMENT
3.1. The definition of national standards (if defined)

The National Curricula and Standards prescribe what should be taught in schools. These documents include the aims of the subject, content, skills needed to develop and final outcomes.

All subject examinations reflect the content and spirit of the National Curriculum and Standards in that subject. The nature of the relationship is clarified through the examination syllabus. It is essential that all teachers, students, and other end-users be given all the information necessary to prepare for the examinations. The syllabus sets out what will be assessed, how it will be assessed, how it will be evaluated and how results will be reported. The syllabus may be thought of as a contract between the assessment authority and the student - it is a transparent statement of the rules of the game called 'Brandos egzaminai'.

The subject syllabi for NEC examinations contain, as appropriate, the following:

1. Introduction to the examinations
   
2. Assessment Aims
   
3. Content (Topics and Objectives)
   
4. Weighting of Topics and Skills (Specification grids)
   
5. Description of the Scheme of Assessment
   
6. Specimen papers and items with guidance on marking
   
7. Description of the grading system(s)
   
8. Additional information for students and teachers
   Since the syllabus forms a contract between the examining authority and the candidate, the item writers, the question paper moderators are bound by its contents.

The specification grid (exam' s matrix), published in the syllabi booklet, defines the content of the examination and its question papers. It ensures that the importance placed on each topic is in accordance with the syllabi and, hence, the curriculum. The form of specification grid has two dimensions: topics (content) and skills. Each major area of the grid is assigned target weighting. It ensures that the routine knowledge as well as the higher skills will be tested by the examination in the right proportions

3.3. Assessment of different levels of examination

All subjects except Mother Tongue and Geography are examined on two levels: Basic (B) and Advance (A). For two subjects (Mathematics and History) starting this year A-level examination is replaced by State examination. The difference is in the form of administration (from local to centralised) and marking (from criteria-referenced to norm-based).

ISSUE 4: EXTERNAL AND/OR INTERNAL (SCHOOL-BASED) FINAL EXAMINATIONS
4.1. The definition of "external" and "internal" final examinations

The name external examination might be applied for State examinations in Mathematics and History only. This means: the exam paper and marking instructions are prepared by NEC, administered in local examination centres by teachers appointed by Local Educational Authorities (LEA), the script is identified by the unique ID and marked by the markers' committee in NEC, norm-based grading

By the semi-external examination we could call all A-level examinations. That means: the exam paper and marking instructions are prepared by NEC, administered and marked in local examination centres by the teachers from different local schools, criteria-based grading.

The name internal examination or school-based examination might be used for all B-level examinations. The external body NEC prepares just the exam paper and marking instruction, the schoolteachers in the student's school will do the rest.

4.2. Reasons for the selected type of examination.

There are currently two types of examination at the end of secondary school in Lithuania. The two types of examination - Basic (B) and Advanced (A) - currently run in Lithuanian schools have different purposes and are necessary to meet the different needs of students.

The A-type and State examinations are specifically designed for selection of the most able students for university faculties. It must be sufficiently reliable and discriminating for universities to select with confidence, students for over-subscribed faculties.

The B-type examination is designed to provide certification as to the level of achievement of students at the end of the secondary school phase. All students wishing to receive formal recognition of their achievement in a subject, but who do not require information on achievement in the subject for admission to a university faculty, will take the B-type examination. The candidature is therefore likely to include a wide range of abilities, including the very able.

Since there is likely to be considerable overlap in the ability ranges catered for by the two examinations, it would be misleading to refer to them as representing 'levels' of achievement. Therefore, we adopt the more accurate terminology of B-type, A-type, and State examinations.

All examinations must conform to the high standards of quality. However, because the types of examination have different purposes, different procedures have been adopted for the administration, marking and reporting of results.

4.3. The proportional weighting between external and internal assessment and the aim of such a division

Most examinations will assess the student's abilities on the day of examination by asking him/her to take a written test. In some examinations (e.g. foreign language, Art or Music) there is an internal part administered in advance. The weight for this part is not high.

4.4. The advantages and deficiencies of external and internal examinations

The cheap, fast and reliable assessment does not exist. The internal examination is definitely cheaper and results are known almost next day. Unfortunately, the quality of the results is not appropriate for university entrance purposes. The students meet the problem to re-take the same subject examination at the university (the exam depends on the university, so sometimes the student has to take as many math examinations as many different universities (s)he would like to apply).

The advantage of the external examination is its objectivity, reliability, validity, and ability to discriminate the students to the extent needed for universities (norm-based grading). This is really a "high-stake" exam, but not needed for everybody. Therefore the rationale is as follow: to assess students knowledge and skills as precise as the information from the examination will be used later. Certification of the literacy needed for every secondary school leaver might be done through internal B-level examination, the "ranking" of the students for universities - through State and, partially, A-level examinations.

4.5. Effects on class teaching

Every examination has an effect on class teaching. The time for preparations to take examinations is allocated in the lesson plans. The practice of extra-tutoring in some subjects, especially for State or A-level examinations, is quite large and painful for the educational community. The State and A-level examinations put all schools into one scale and rise questions about the quality of education in some schools. This effects the school in different ways.

ISSUE 5: THE ORGANISATION OF THE FINAL EXAMINATION
5.1. The start dates and duration of the final examination: one or more examination sessions per year

Actually there are three examinations sessions during one school year. The first one, called winter session, is held on February. This session is designed for students in vocational schools and colleges (some such schools offer general secondary education together with the vocational one). This session contains B-level examinations only. The main session starts on May (this year State exams in Mathematics and History were set in April) and will take about a month. After the main session a short repeat session is arranged for the students who were not able to sit the examination due to various reasons (e.g. illness) or failed.

5.2. The design of question papers

For each subject three different sets of exams papers and marking instructions (for winter, main and repeat sessions) are prepared each year by the Subject Committees contracted by NEC. The documents are printed and prepared for distribution to LEA by the NEC.

5.3. The time available for marking the papers

B-level and A-level examinations papers are marked locally (in the schools or in local examinations centres arranged by LEA). The results usually are known in a day or two. The State examinations papers are taken back to the NEC. It takes up to four weeks to mark, decode and release the results officially.

5.4. Regulations for sitting examinations and the invigilation of examinations

The Ministry of Education and Science sets regulations for administration of examinations. They are different for different types of examinations. There is an attempt to define these regulations as similar as possible for the group of subjects (foreign languages, sciences, etc.).

5.5. Is grading part of teachers' workload or is it paid separately (If so, how much - in Euros)?

The administration of exams, marking and grading of the students scripts in all examinations except the State one is treated as a part of a school teacher's and LEA staff's workload and will not be extra paid. The administration of State examination in the local examination centre is partly paid by the NEC. The markers for these exams sign contracts with the NEC and are paid a small fee (around 2,5 Euros per hour)

5.6. The role of external assessors (experts, teachers, university teachers…)

Both secondary-school teachers, LEA staff, and university teachers take part in the examination process at different stages in different ways: they are members of subject teams, markers, administrators of examinations.

5.7. Regulations and provision for students with special needs

Examination papers and procedures are adjusted for students with special needs (enlarged font or Braille paper, some changes in content of the paper, extra time, etc.).

5.8. Students' rights to complain and complaint procedures

Students can appeal to the LEA for all the examinations except State exams only. The LEA arranges a special committee in each subject, which re-marks the student's script and takes the decision. For State exams in Mathematics and History the appeals from schools go to NEC. An independent check of the exam script by a special NEC committee will be done and a report about the changes (or not) of the exam marks will be sent to appellant together with the copy of one page from the student's script. This page will ensure that the coding and decoding was properly done and the student got "his/her mark" (there is no information about the student's name, school and region on the script).

NOTE

As it was told in the introduction, the examination system in Lithuania is under reconstruction and the situation described above is valid for the school year 1998/1999 only. The main issues discussed for the next school year 1999/2000:

1. The number of State examinations will increase: Biology, Chemistry and Physics will be taken on board. So for five subjects secondary school examinations will be run in two levels State and Basic, for the rest - Advanced and Basic.
   
2. The number of compulsory examinations will decrease. Only the Lithuanian language (as a Mother Tongue in Lithuanian schools or as a State language in the schools with Belorussian, Russian or Polish language of instruction) will be left as a compulsory examination for all secondary school leavers. The total number of examinations will be the same, so students will be able to choose four (or more) subjects (as well as the level of examination) from the list of optional examinations.
   
3. The Basic school extends in one more year. Next summer Basic school leavers for the first time will take Basic school leaving examinations after the Grade 10. All students will take the Lithuanian language and Mathematics, additionally the students in the schools with Belorussian, Russian or Polish language of instruction will take their own Mother Tongue examination.