E. Banita: the current system of the Lithuanian language examination has probably collapsed

NEC data / Evaluation of the content of the test 19659009] We really want objectivity, and c & # 39; is actually an aspiration. But with texts, with hundreds of percent of humanities, it's impossible to do it. It's always a matter of debate.

– You have evaluated the calls. What are the impressions?

– Many bad works. Half of the unsuccessful calls were written. I respect the children who appeal, everything is normal, just to the point that you should consult the teachers, if it is worth writing this call.

Another impression is that there are many unmotivated stylistic errors. The style note may vary so that 2 points were written during the examination, and when the copy has been corrected, the style score is 15 points, regardless of the initial grade. You can imagine what is the difference.

The content rankings were not as seriously demoted as I thought. Some were even demotivated. Content content is 42%. points and 58% – there is style, correspondence of language standards, spelling, punctuation – the formal textual expression. If the maximum scores are 7, 7, 4, 3, then write 6, 6, 3, 2 – minus all of a point – in fact, four in all, because the points double. As a result, many points are lost for the content. Every point is very painful, important, of course, it is worth discussing.

In the work of the Appeals Committee, I liked that we were discussing. If there was a kind of problematic work, it was seven, eight people. We have time to appeal to the commission, we have the opportunity. And during the exam, when two evaluators evaluate the work, and it may be that the second mechanically rewrote the first estimates, then it is bad, so there are many inaccuracies. That's right, you see that wherever there are errors, they are not noticed. It is there that there are no errors, a kind of style or grammar. The content is superficially understood.

This is always the case with the test. Until we have this form, and especially a rational essay, where a person thinks freely, that will be the case. We need to turn rational essay into what was once called a free subject, which means that he does not have to rely on anything, he argues, as he wishes. Then you can give the news topics. Kids now know that they are browsing the internet. But this problem of evaluation can not be destroyed.

– I have heard more than once that students learn to write in some form – either a literary essay or a thoughtful essay. He writes and performs control work, he tries to write during the examination. What does this show about our ways of learning and the abilities of students?

They learn, as they say, the sentences of writing, for example, "Vincas Krėvė – one of the most important and influential people of the 20th century." Lithuanian writers means. They learn such a sentence, replacing only the name of the age and the name. And that's all. The pictures are written, the beaks are repeated.

– Speakers should be invited. As far as they are concerned, the answer is one: students arrive at the university without fully understanding the relationships of gender and style. He can write almost "Hello, Grybauskaite" in a completely formal text. And that's because they're trying very few genres. They learn, as they say, the sentences of the text, for example "Vincas Krėvė – one of the most important and influential people of the 20th century, average Lithuanian writers". They learn such a sentence, replacing only the name of the age and the name. And that's all. Clicks appear, Beech Repetition appears.

You should try as many genres as possible. The curriculum describes that students should write reviews and impressions – as if they were to feel the variety of genres. But when the program has 36 compulsory authors, when you know that the only task of the exam is the test, then these other genres will remain untested. Or try once every two years.

The formation of straw is sometimes. Not all teachers and not all schools, and there is no need to be absolute. Much depends on the teacher. I always say that I am good and angry, and a good teacher can work on any program and find interesting things. If the teacher does not find contact with children or has a very difficult social situation, say in rural and regional schools, where there is a general atmosphere of frustration and poverty, all of this is very difficult to do. Then neither parents nor mothers motivate, nor can children motivate themselves.

Our education is not just a problem for programs, stupid evaluators or bad teachers, missed children, parents. There is a problem with the eraser. To move it one way or another, one measure will not be enough. There is a complex of hundreds, maybe even small subtle steps.

– If we go back to genres, maybe change the form of the exam L & 39 one of the few to expand gender boundaries?

– Yes. I would say 0 the more choices the better. Let's say, in Finnish exams, there are 15 or 16 written and written topics that it is about a literary or rational essay. The subject sees the child and chooses how he wants to write. And then these topics are the most diverse – from the environment to literature, as to us.

Now, in writing a reasoned essay, it suffices to mention the name of the author, the name of the work, the work, the short story and a textual interpretation. Students do not count. But I do not think they'll start reading when they translate them.

I always say that it is absolutely impartial of a text to judge human abilities. I write myself better texts, worse texts. Every writer does it. You can not be convinced that a child who has written only one essay, maybe a subject that he was not expecting at all, or that was too absurd, took a lot of shots, will now reveal its full potential. Or, on the contrary, if he was very lucky, that does not mean that he'll write next time.

It seems to me that there should be more than one task at normal exams

– In the past, it was to check grammar. , was a task of understanding the text.

– Been. It seems to me that in 2007, the exam was considered the last time that a school exam was either a rational essay, or a text interpretation, a state test, a grammar and an understanding of text. Let's calculate how many parts of this exam are: spelling, punctuation, morphological badysis, use of forms, and then two or more lengthy text comprehension tasks. And then, as a school exam, essay or compulsory interpretation.

Only those who wanted to enter the arts or the humanities or the social sciences wrote an interpretation of the state. All goals with the school ended well.

Then in 2008, for the first time, I considered that the exam was the one to which I belong. There was a text badysis, an interpretation or an essay, after half an hour, an hour for the text comprehension task. Still, there were two tasks. And from 2012, we have a single task of writing

– Now we can compare: what system is the best?

– The present has probably collapsed more than anything. This review, which I held, was personally very good for me.

The badysis was a tighter and clearer genre because everyone can read a text badysis if a person guesses logically here because it's not the object of the badysis. a language test, because I would need to interpret something, I understand what they say, or I curse here.

Which system is better, or I did not know where I was, or where I was with grammar tests, but I sometimes say, "I'm going to take a grammar test". because it's absolutely meaningless. And the useless thing is because, as we continue, the more we enter the era of computer science, no one is giving a hand.

As the review may seem, there must be a general result of the group thinking about intelligent smart, that is why, as a result, but the fact that a task does work not and does not work.

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