Grāmatā atklāta kompetences jēdziena būtība, aplūkota mācīšanās iedziļinoties un mācīšanās paradigmas pakāpeniska maiņa skolu praksē. Atsegtas kompetences kā kompleksa snieguma vērtēšanas iespējas. Analizēts jau esošo valsts līmeņa pārbaudes darbu potenciāls mērīt kompleksu sniegumu, ieviest formatīvo vērtēšanu regulārā skolu praksē. Analizētas skolotājiem nepieciešamās prasmes šādas pieejas īstenošanā, iespēja mērīt skolotāju prasmes mācīšanās vajadzību apzināšanā un būvēt atbilstošu ilgtermiņa praksē balstītu skolotāju mācīšanos un inovāciju pārnesi skolā un starp skolām. Aplūkota digitālās pratības attīstīšanas nepieciešamība un informācijas tehnoloģiju iespējas snieguma vērtēšanā. Autori analizē esošo situāciju, salīdzinot to ar citu valstu pieredzi un pētījumu datiem, parāda piemērus, kā šīs pārmaiņas pakāpeniski ienāk skolu praksē, un apzina turpmāk veicamos soļus. Grāmata adresēta izglītības pētniekiem, skolu vadītājiem, skolotājiem, studentiem -lasītājiem, kas ir ieinteresēti iedziļināties valstī izglītības jomā notiekošo pārmaiņu būtībā.

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Latvia began curriculum reform implementation in 2020. Not only has the learning content changed, but students are also now able to choose from one of three levels to study mathematics in secondary school. This requires new exams at the end of each of these courses. The aim of this study is to investigate student performance and to what extent students can use higher cognitive skills on the new exams. Results were analyzed using Classical Test Theory and Item Response Theory. Comparing the results of the new exams using Wright maps shows a trend that, although there are flaws, they are more representative of the relevant population than the previous exam. A group of experts determined the level of cognition for each of the tasks and analyzed students' performance. The results show that there are tasks where students can demonstrate the highest level of cognitive abilities. However, such tasks are relatively few, and they are mathematical rather than problems in a real context. Performance analysis shows that students have difficulty expressing their thoughts and this is one of the reasons why only a small number of students solve challenging problems

Due to education reform in Latvia, the tendency in education is competence approach with transversal skills as one of its elements. They are included in the state education standard which all the teachers shall carry out in the corresponding education period. All educational establishments face a real challenge of how to implement the planned competences in life. The present research focuses on one of the skills of critical thinking – inferential thinking. By the help of inference students compare information obtained and the results to either confirm or decline their hypothesis, considering the accuracy of the acquisition of the information. The goal of the research is to make and test a system how an educational establishment should organize the study process to teach and develop inferential thinking. The following methods were used in the research: partly structured interviews with the vice-principal in methodological work and teachers of subjects, analysis of methodological materials and analysis of students` written works. The research was carried out to find what the most essential preconditions for students to learn and develop inferential thinking skills are and how to make transfer to various fields to improve learning those skills. A conclusion was made that a purposeful and organized cooperation of teachers plays an important role in teaching transversal skills. The results are better if students can reflect on their achievements using unified description of performance level in all subjects thus implementing the transfer of skills in other subject areas. To teach a skill teacher must plan specific steps to teach and to develop the skill. A model to develop the skill `inferential thinking` has been worked out and tested in the subject of mathematics and is meant to be improved in other subject areas in grade 7.