Minister Raminta Popovienė’s Commentary
Concerns from School Communities
When I meet with school communities, I often hear the same questions: How well are we prepared for this year’s state examination session? Will everything go smoothly? Will the mistakes of last year be repeated?
The fact that the so-called interim assessments for Year 11 students (third-year gymnasium students) are being held for the second time and not the first is of little comfort.
Commitment to Careful Preparation
We must be confident that preparations are being carried out thoroughly, that the lessons of the past year have been learned, and that all stakeholders involved in organizing the exams are communicating effectively. A desire to speak without listening to others is the root cause of many problems in education (and beyond). Yes, consultation takes time – driving over change with a bulldozer is much quicker, but then we spend even longer dealing with the consequences, as shown by the current state of the exam system. We inherited a lot of disorder from the previous government, and it’s not easy to quickly tune the system to suit everyone’s needs.
Adjustments for the Future
We cannot change this year’s exam system, as students must know two years in advance – before entering upper secondary education – what exams will be required, so they can select subjects and prepare accordingly.
Sudden changes only create confusion. In consultation with the education community and in line with expectations, we are planning some future adjustments. We are starting with the most pressing issues: we have proposed postponing the implementation of changes to the history and geography exams so that the writing task component is only introduced in 2029 instead of next year.
Starting next year, the preparation time for the speaking part of the Lithuanian language and literature exam will be extended. We have heard students and teachers say that 20 minutes is too short.
Although fundamental changes to this year’s national exam procedures are no longer possible, we are planning improvements that will benefit both students and teachers in the future. Exams should not be a shock or trial by fire for the education system. This depends on our collective agreement and a responsible, collaborative effort.
Ensuring Student-Centered Assessments
I am in constant communication with the National Education Agency, which organizes all national assessments. My key request is that the student’s interest must come first when designing tasks and organizing exams. If a student has not yet studied a topic – as happened in a trial math exam – then their unsolved task cannot be fairly assessed. The quality of exam tasks must be verified multiple times.
Organizational Load and the School Year
June will bring a heavy organizational load for schools, especially those acting as exam centers. In this context, the proposal by teachers’ unions to shorten the school year is justified, though this is just one argument among many.
Exam Structure and Fairness
I often hear questions about whether we will stick with the new exam structure – namely, the split national graduation exam. It does increase the administrative burden of organizing exams. However, we must carefully weigh all the benefits and challenges. I do not support quick, unvetted decisions. Opinions vary. Because the final exam is split over two years, a student’s final mark does not depend solely on their performance on a single day. The first part was already taken in Year 11, and this year students have the exceptional opportunity to retake the first part (former interim assessments), except for the Lithuanian language and literature exam.
If the first part is retaken, the final result will be based on the higher of the two marks – the original or the retake. This is a fair and favorable approach for students, especially considering that there is still a shortage of textbooks for the renewed programs. We have reached a situation where general education programs were updated, but new textbooks are either still catching up or do not exist yet. In 2023 and 2024, 130 new textbooks aligned with the updated programs were published, but schools still lack enough of them.
Avoiding Exams During School Holidays
Of course, we would prefer that no exams take place during student holidays, even though that has been a long-standing practice. However, any practice can be improved if possible.
Working Toward Long-Term Improvements
So, we are addressing a bundle of problem areas: reviewing educational programs, improving the textbook publishing system, and refining the exam system – so that students and teachers no longer feel like hostages or servants of the system.
Urgent Actions for a Smooth Exam Session
What are we doing right now to ensure a smooth upcoming exam session?
First, in January and March, we organized mock Lithuanian language and literature exams for Year 12 students and math exams for both Year 11 and 12 students. This helped them familiarize themselves with the exam environment, expected tasks, and assess their own knowledge.
Second, the tasks are prepared and reviewed by practicing teachers, subject experts, and university lecturers. Special attention is given to ensure representation of educators from diverse backgrounds and contexts, to ensure the tasks align with the agreed and publicly published exam task descriptions. Exams taken by most students – such as Lithuanian language and literature, math, English, and history – are also reviewed by external experts.
Third, we are in ongoing communication with municipal education specialists and school leaders to solve various issues related to the upcoming exams. We have asked for teachers to be included in the process, as they will serve as invigilators in designated exam centers. Training for teachers who agreed to assess state exams is taking place according to a planned schedule so that once students’ work is uploaded to the electronic system, evaluation can begin immediately.
Shared Responsibility for Success
Let us not forget that the success of the state graduation exams depends on the preparation, engagement, and responsibility of all parties involved. Yes, the National Education Agency bears the greatest responsibility, but we all strive to do our part so that the exams become a natural and smooth demonstration of learning outcomes for students.
Lietuvosvalstybe.com
Sources: Ministry of Education, Science and Sport of the Republic of Lithuania
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