SOME FEATURES OF EDUCATION MONITORING
Authors: Vincentas Lamanauskas
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Education monitoring is quite a fresh field of the science of education, especially in Lithuania. This field is closely interrelated with methodology of educational research, education politics, education management, education economics, etc.
The term “monitoring” has recently been introduced. It was first used by naturalists. This term was used in 1972 at a United Nations conference on environmental issues (in Stockholm).
The connection between educational diagnostics and education monitoring is evident. Before we carry out monitoring at a certain level of the system of education we must have relevant instruments for collecting, processing information and the like. Monitoring results are influenced by such substantial factors as quality of instruments, mastery of specialists, social peculiarities of the groups under investigation, lapses in the stream of information, divergent motivation of monitoring participants, statistical regression and many others. All these factors can show themselves jointly, in different combinations, compensate one another etc. Some of them are controlled and in most cases depend on the qualifications of monitoring specialists, for example, quality of instruments, mastery etc. Awareness and evaluation of these factors reduce the risk of obtaining overweighted results.
The essence of monitoring is consistent diagnostics of in-system processes, when different necessary measurements are carried out in order to get information about development (succession of condition) of the system under investigation (Lamanauskas, 2004). Timely corrections in the progress of educational changes help to avoid gross mistakes and undesirable subsequences.