{"@context":{"@language":"en","@vocab":"https://schema.org/","citeAs":"cr:citeAs","column":"cr:column","conformsTo":"dct:conformsTo","cr":"http://mlcommons.org/croissant/","rai":"http://mlcommons.org/croissant/RAI/","data":{"@id":"cr:data","@type":"@json"},"dataType":{"@id":"cr:dataType","@type":"@vocab"},"dct":"http://purl.org/dc/terms/","examples":{"@id":"cr:examples","@type":"@json"},"extract":"cr:extract","field":"cr:field","fileProperty":"cr:fileProperty","fileObject":"cr:fileObject","fileSet":"cr:fileSet","format":"cr:format","includes":"cr:includes","isLiveDataset":"cr:isLiveDataset","jsonPath":"cr:jsonPath","key":"cr:key","md5":"cr:md5","parentField":"cr:parentField","path":"cr:path","recordSet":"cr:recordSet","references":"cr:references","regex":"cr:regex","repeated":"cr:repeated","replace":"cr:replace","samplingRate":"cr:samplingRate","sc":"https://schema.org/","separator":"cr:separator","source":"cr:source","subField":"cr:subField","transform":"cr:transform","wd":"https://www.wikidata.org/wiki/"},"@type":"sc:Dataset","conformsTo":"http://mlcommons.org/croissant/1.0","name":"NSSA 2015: 8th Grade Students Study, 2015","url":"https://hdl.handle.net/21.12137/UW5I0U","creator":[{"@type":"Organization","parentOrganization":{"@type":"Organization","name":"LT: Lithuania"},"name":"National Agency for Education"}],"description":"The purpose of the study: to provide impartial information for the school, its students, and their parents (caregivers, foster parents) about the achievements to make decisions on the further improvements of teaching and studying on student, teacher, class, school, municipality, and national level. The objectives of National Survey of Student Achievement (NASA): to collect the information for monitoring the national students’ achievements, planning the novelties, and implementing the novelties for monitoring the success; to evaluate the educational content, and substantiating students’ achievement criteria based on collected data; to prepare the necessary tools (i.e., standardized tests, etc.) for students and teachers for the impartial evaluation of their work results; to prepare the necessary tools (i.e., standardized tests, etc.) for the municipality’s education subdivisions and school principals for collecting the required data of work result assessments and planning of activities. National Survey of Student Achievement, first implemented in 2002, became the responsibility of the Education Supply Centre. Due to economic reasons, the assessments were not provided from 2009 to 2011. In 2012, the renewed assessment implementation was consigned to the National Examination Centre. Since the 2nd of September, 2019, the National Agency of Education took over the activities of the National Examination Centre and continues to carry them on to this day. During the 2015 National Assessments of Student Achievements, grade 8 students received notebooks with 8 types of tests. To pinpoint the personal peculiarities as well as home, class, and school context, etc., the student questionnaires were used for the research of educational context. One student got to fill out only one notebook which consisted of tests from two different subjects and a student questionnaire. The questionnaires provided in different types of notebooks consisted of general questions and a questionnaire from one or two objective fields. One line in SPSS Statistics from the 2015 National Survey of Student Achievement coincides with the achievements or questionnaire answers of one particular student or a teacher. The information provided in databases is impersonal - a student or a teacher is identified based on code, without providing the class or school’s name. Each school that has participated in the 2015 National Survey of Student Achievement received a unique five-number school code. The code used for identifying the schools of both grade 4 and grade 8 students and teachers consists of a school code and the numbers identifying a class and a student. The class code in the student’s database coincides with the code in the teacher’s database. To connect these databases, the variable named “ID_klase” would have to be used as an identifier. Dataset \"NSSA 2015: 8th Grade Students Study, 2015\" metadata and data were prepared implementing project \"Disparities in School Achievement from a Person and Variable-Oriented Perspective: A Prototype of a Learning Analytics Tool NO-GAP\" from 2020 to 2023. Project leader is chief research fellow Rasa Erentaitė. Project is funded by the European Regional Development Fund according to the 2014–2020 Operational Programme for the European Union Funds’ Investments, under measure’s No. 01.2.2-LMT-K-718 activity “Research Projects Implemented by World-class Researcher Groups to develop R&D activities relevant to economic sectors, which could later be commercialized” under a grant agreement with the Lithuanian Research Council (LMTLT).","keywords":["Social Sciences","Compulsory and pre-school education","educational assessment","quality of education","educational measurements","teaching","learning","teacher-student relationship","school-student relationship","secondary school teachers","schoolchildren"],"license":"https://lida.dataverse.lt/api/datasets/:persistentId/versions/2.2/customlicense?persistentId=hdl:21.12137/UW5I0U","datePublished":"2023-08-01","dateModified":"2025-03-10","includedInDataCatalog":{"@type":"DataCatalog","name":"Lithuanian Data Archive for SSH (LiDA)","url":"https://lida.dataverse.lt"},"publisher":{"@type":"Organization","name":"Lithuanian Data Archive for SSH (LiDA)"},"version":"2.2","citeAs":"@data{UW5I0U_2023,author = {National Agency for Education},publisher = {Lithuanian Data Archive for SSH (LiDA)},title = {NSSA 2015: 8th Grade Students Study, 2015},year = {2023},url = {https://hdl.handle.net/21.12137/UW5I0U}}","funder":[{"@type":"Organization","name":"National Examination Centre"}],"spatialCoverage":["Lithuania"],"temporalCoverage":["2015/2015"],"distribution":[{"@type":"cr:FileObject","@id":"LiDA_SurveyData_0528_Archive_v1.tar.gz","name":"LiDA_SurveyData_0528_Archive_v1.tar.gz","encodingFormat":"application/x-gzip","md5":"55f91a94e2bafa3ca480e5c0d34715bc","contentSize":"600331","description":"Duomenų depozitoriaus pateikti originalūs duomenys, pirminio apdorojimo SPSS sintaksės failai bei išvestinių kintamųjų sintaksės failai R ir Mplus formatu. 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Kryželiu pažymėk, kokias priemones pasirinktum, norėdamas įrodyti šį teiginį. Paaiškink, kaip tai įrodytum.","dataType":"sc:Integer","source":{"@id":"78228","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM17"}}},{"@type":"cr:Field","name":"T4_GM18_1","description":"T4_GM18.1: Paveikslėlyje pavaizduota, kaip namai aprūpinami elektros energija. Kokie agregatinės būsenos virsmai vyksta vandens šildytuve?","dataType":"sc:Integer","source":{"@id":"78208","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM18_1"}}},{"@type":"cr:Field","name":"T4_GM18_2","description":"T4_GM18.2: Paveikslėlyje pavaizduota, kaip namai aprūpinami elektros energija. Kokie energijos virsmai vyksta generatoriuje?","dataType":"sc:Integer","source":{"@id":"78468","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM18_2"}}},{"@type":"cr:Field","name":"T4_GM18_3","description":"T4_GM18.3: Paveikslėlyje pavaizduota, kaip namai aprūpinami elektros energija. Kokia paveikslėlyje pavaizduoto kondensatoriaus paskirtis?","dataType":"sc:Integer","source":{"@id":"78168","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM18_3"}}},{"@type":"cr:Field","name":"T4_GM18_4","description":"T4_GM18.4: Paveikslėlyje pavaizduota, kaip namai aprūpinami elektros energija. Užrašyk vieną iškastinio kuro, kurį galima būtų panaudoti paveikslėlyje pavaizduotu būdu aprūpinat namus elektra, pavyzdį.","dataType":"sc:Integer","source":{"@id":"78394","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM18_4"}}},{"@type":"cr:Field","name":"T4_GM19","description":"T4_GM19: Paveikslėlyje pavaizduota elektros grandinė, sudaryta iš lemputės, laidų ir citrinos. Naudodamas grandinę sudarančių elementų simbolius, nubraižyk šios grandinės elektrinę schemą.","dataType":"sc:Integer","source":{"@id":"78275","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM19"}}},{"@type":"cr:Field","name":"T4_GM20","description":"T4_GM20: Dėl ligų miško ekosistemoje išnyko plėšrūnai – lapės. Po kelerių metų žmonės pastebėjo, kad miške labai sumažėjo jaunų krūmų ir medelių. Paaiškink, kaip lapių išnykimas susijęs su augalų nykimu.","dataType":"sc:Integer","source":{"@id":"77778","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM20"}}},{"@type":"cr:Field","name":"T4_GM21","description":"T4_GM21: Kreivės vaizduoja, kaip sėklai dygstant keičiasi sėklos ir daigo masė. Kuri kreivė, X ar Y, vaizduoja sėklos masę? Paaiškink savo atsakymą.","dataType":"sc:Integer","source":{"@id":"78003","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM21"}}},{"@type":"cr:Field","name":"T4_GM22","description":"T4_GM22: Mokinys tyrinėjo skysčių maišymąsi tarpusavyje. Įpylęs į mėgintuvėlį vandens, skysto medaus ir rafinuoto saulėgrąžų aliejaus, pamatė, kad skysčiai išsisluoksniavo. Remdamasis pateikta medžiagų tankio lentele užrašyk kiekvieno","dataType":"sc:Integer","source":{"@id":"78062","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM22"}}},{"@type":"cr:Field","name":"T4_GM23","description":"T4_GM23: Į langelius įrašyk pavaizduoto atomo modelio sudedamąsias dalis.","dataType":"sc:Integer","source":{"@id":"78641","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM23"}}},{"@type":"cr:Field","name":"T4_GM24","description":"T4_GM24: Mokiniai, lipdami į kalnus, su savimi buvo pasiėmę pripūstų balionų. Jie pastebėjo, kad pakilus aukštyn balionai padidėjo. Paaiškink, kodėl taip atsitiko.","dataType":"sc:Integer","source":{"@id":"77877","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM24"}}},{"@type":"cr:Field","name":"T4_GM25_1","description":"T4_GM25.1: Sporto prekių parduotuvėje Tomas rado daugkartinio naudojimo kišeninį rankų šildytuvą. Kodėl kišeniniame rankų šildytuve vykstanti cheminė reakcija vadinama egzotermine?","dataType":"sc:Integer","source":{"@id":"77852","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM25_1"}}},{"@type":"cr:Field","name":"T4_GM25_2","description":"T4_GM25.2: Sporto prekių parduotuvėje Tomas rado daugkartinio naudojimo kišeninį rankų šildytuvą. Rankų šildytuve esantis skystis – natrio acetato persotintas tirpalas. Natrio acetato formulė CH3COONa. Iš kelių cheminių elementų sudaryta na","dataType":"sc:Integer","source":{"@id":"77974","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM25_2"}}},{"@type":"cr:Field","name":"T4_GM25_3","description":"T4_GM25.3: Sporto prekių parduotuvėje Tomas rado daugkartinio naudojimo kišeninį rankų šildytuvą. <...> Parašyk dar vienos medžiagos, gerai izoliuojančio šilumą, pavadinimą.","dataType":"sc:Integer","source":{"@id":"78335","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM25_3"}}},{"@type":"cr:Field","name":"T4_GM26_1","description":"T4_GM26.1: Paulius ir Ramūnas perskaitė, kad garso greitis ore gali būti nustatytas naudojantis aidu. <...> Paaiškink, kaip susidaro aidas.","dataType":"sc:Integer","source":{"@id":"78012","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM26_1"}}},{"@type":"cr:Field","name":"T4_GM26_2","description":"T4_GM26.2: Paulius ir Ramūnas perskaitė, kad garso greitis ore gali būti nustatytas naudojantis aidu. <...>  Skaičiuojant išmatuoto laiko vidurkį, nebuvo panaudotas per vieną bandymą nustatytas laikas. Kurio bandymo laikas nepanaudotas? Paaiškink,","dataType":"sc:Integer","source":{"@id":"78226","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM26_2"}}},{"@type":"cr:Field","name":"T4_GM26_3","description":"T4_GM26.3: Paulius ir Ramūnas perskaitė, kad garso greitis ore gali būti nustatytas naudojantis aidu. <...> Pagal pateiktą informaciją apskaičiuok vidutinį garso greitį. Užrašyk nuoseklų sprendimą.","dataType":"sc:Integer","source":{"@id":"78370","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM26_3"}}},{"@type":"cr:Field","name":"T4_GM27_1","description":"T4_GM27.1: Kompostavimo dėžė. <...> Kompostavimo dėžėje galima aptikti paveikslėliuose pavaizduotų gyvūnų. Kuris iš jų šioje dėžėje yra pageidaujamas?","dataType":"sc:Integer","source":{"@id":"78518","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM27_1"}}},{"@type":"cr:Field","name":"T4_GM27_2","description":"T4_GM27.2: Kompostavimo dėžė. <...> Paaiškink, kodėl.","dataType":"sc:Integer","source":{"@id":"77960","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM27_2"}}},{"@type":"cr:Field","name":"T4_GM27_3","description":"T4_GM27.3: Kompostavimo dėžė. <...> Kodėl svarbu, kad į kompostavimo dėžę patektų oras?","dataType":"sc:Integer","source":{"@id":"77781","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM27_3"}}},{"@type":"cr:Field","name":"T4_GM27_4","description":"T4_GM27.4: Kompostavimo dėžė. <...> Paaiškink, kodėl nepatartina kompostuoti piktžoles, kurių sėklos subrendusios.","dataType":"sc:Integer","source":{"@id":"78431","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM27_4"}}},{"@type":"cr:Field","name":"T4_GM27_5","description":"T4_GM27.5: Kompostavimo dėžė. <...>Kaip keistųsi skaidymo greitis, jei kompostavimo dėžę užsemtų vanduo ir atvėstų orai? Paaiškink savo atsakymą.","dataType":"sc:Integer","source":{"@id":"77892","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM27_5"}}},{"@type":"cr:Field","name":"T4_GM27_6","description":"T4_GM27.6: Kompostavimo dėžė. <...> Kokiam tikslui žmonės naudoja kompostą?","dataType":"sc:Integer","source":{"@id":"78094","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM27_6"}}},{"@type":"cr:Field","name":"T4_GM28_1","description":"T4_GM28.1: Mokiniai atliko bandymą – tyrė keturių metalų sąveiką su vandeniu. Pirmiausia jie tyrė, kaip kiekvienas šių metalų reaguoja su šaltu vandeniu. <...> Kuris metalas aktyviausiai reaguoja su vandeniu?","dataType":"sc:Integer","source":{"@id":"78171","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM28_1"}}},{"@type":"cr:Field","name":"T4_GM28_2","description":"T4_GM28.2: Mokiniai atliko bandymą – tyrė keturių metalų sąveiką su vandeniu. Pirmiausia jie tyrė, kaip kiekvienas šių metalų reaguoja su šaltu vandeniu. <...>  Padarykite išvadą apie šiuo bandymu tirtų metalų aktyvumą. Kurioje eilutėje","dataType":"sc:Integer","source":{"@id":"77891","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM28_2"}}},{"@type":"cr:Field","name":"T4_GM28_3","description":"T4_GM28.3: Mokiniai atliko bandymą – tyrė keturių metalų sąveiką su vandeniu. Pirmiausia jie tyrė, kaip kiekvienas šių metalų reaguoja su šaltu vandeniu. <...> Kodėl mokiniai netyrė metalo C sąveikos su karštu vandeniu ir vandens garais?","dataType":"sc:Integer","source":{"@id":"78663","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T4_GM28_3"}}},{"@type":"cr:Field","name":"T6_SM1_1","description":"T6_SM1.1: Šaltiniai A B C D. 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Kodėl šiandien naudojant atominę ir šiluminę energiją, tebėra svarbūs ir viduramžiais naudoti energijos šaltiniai?","dataType":"sc:Integer","source":{"@id":"78084","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM1_4"}}},{"@type":"cr:Field","name":"T6_SM1_5","description":"T6_SM1.5: Šaltiniai A B C D. Kaip B šaltinį papildo D šaltinis?","dataType":"sc:Integer","source":{"@id":"78081","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM1_5"}}},{"@type":"cr:Field","name":"T6_SM1_6","description":"T6_SM1.6: Šaltiniai A B C D. Kuo D šaltinyje aprašomas išradimas svarbus viduramžių visuomenei?","dataType":"sc:Integer","source":{"@id":"77919","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM1_6"}}},{"@type":"cr:Field","name":"T6_SM1_7","description":"T6_SM1.7: Šaltiniai A B C D. 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Kurios žmogaus teisės ir laisvės yra ginamos A ir B šaltiniuose?","dataType":"sc:Integer","source":{"@id":"78449","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM2_2"}}},{"@type":"cr:Field","name":"T6_SM3_1","description":"T6_SM3.1: Remdamasis šaltiniais atlik užduotis. Išnagrinėk šaltinius ir nurodyk priežastį, lėmusią tokį kraštovaizdžio pasikeitimą B šaltinis.","dataType":"sc:Integer","source":{"@id":"78103","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM3_1"}}},{"@type":"cr:Field","name":"T6_SM3_2","description":"T6_SM3.2: Remdamasis šaltiniais atlik užduotis. Įvardyk du neigiamus padarinius, kuriuos sukėlė Kauno marių suformavimas.","dataType":"sc:Integer","source":{"@id":"77756","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM3_2"}}},{"@type":"cr:Field","name":"T6_SM3_3","description":"T6_SM3.3: Remdamasis šaltiniais atlik užduotis. Įvardyk dvi Kauno marių panaudojimo žmogaus reikmėms galimybes.","dataType":"sc:Integer","source":{"@id":"78314","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM3_3"}}},{"@type":"cr:Field","name":"T6_SM4_1","description":"T6_SM4.1: Pagal http://www.pazinkeuropa.lt. Patvirtink arba paneik teiginį: ,,Europa ir Europos Sąjunga ES yra vienareikšmės sąvokos“.","dataType":"sc:Integer","source":{"@id":"77862","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM4_1"}}},{"@type":"cr:Field","name":"T6_SM4_2","description":"T6_SM4.2: Pagal http://www.pazinkeuropa.lt. Kokia ES šalių gyventojų galimybė pavaizduota karikatūroje?","dataType":"sc:Integer","source":{"@id":"78620","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM4_2"}}},{"@type":"cr:Field","name":"T6_SM4_3","description":"T6_SM4.3: Pagal http://www.pazinkeuropa.lt. Į kurią valstybę atvyko karikatūroje pavaizduoti asmenys?","dataType":"sc:Integer","source":{"@id":"77748","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM4_3"}}},{"@type":"cr:Field","name":"T6_SM4_4","description":"T6_SM4.4: Pagal http://www.pazinkeuropa.lt. Kelintais metais Lietuva įstojo į ES?","dataType":"sc:Integer","source":{"@id":"78520","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM4_4"}}},{"@type":"cr:Field","name":"T6_SM4_5","description":"T6_SM4.5: Pagal http://www.pazinkeuropa.lt. Įvardyk dvi ES valstybes, kurios ribojasi su Lietuva.","dataType":"sc:Integer","source":{"@id":"77826","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM4_5"}}},{"@type":"cr:Field","name":"T6_SM5_1","description":"T6_SM5.1: Pagal Jono Rudoko „Baudžiava Lietuvoje – sąlygos, žlugimas, pamokos“. Pateik įrodymą, kad pateiktame šaltinyje kalbama apie socialinę diskriminaciją.","dataType":"sc:Integer","source":{"@id":"78189","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM5_1"}}},{"@type":"cr:Field","name":"T6_SM5_2","description":"T6_SM5.2: Pagal Jono Rudoko „Baudžiava Lietuvoje – sąlygos, žlugimas, pamokos“. Apie kokią dar diskriminaciją kalbama pateiktame šaltinyje?","dataType":"sc:Integer","source":{"@id":"77839","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM5_2"}}},{"@type":"cr:Field","name":"T6_SM6","description":"T6_SM6: Remdamasis A ir B paveikslais atsakyk į klausimus. A ir B paveiksluose pavaizduota ta pati vietovė tuo pačiu paros metu 12 val., tačiau skirtingu metų laiku. Paaiškink, kodėl skiriasi šešėlių ilgis?","dataType":"sc:Integer","source":{"@id":"77846","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM6"}}},{"@type":"cr:Field","name":"T6_SM7_1","description":"T6_SM7.1: Lukas apsilankė Londono muziejuje.  Giminaičiai pasiūlė jam atlikti kelias istorijos užduotis. Padėk Lukui jas atlikti. Kurio istorijos laikotarpio teritorijos pavaizduotos šaltinyje?","dataType":"sc:Integer","source":{"@id":"78660","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM7_1"}}},{"@type":"cr:Field","name":"T6_SM7_2","description":"T6_SM7.2: Lukas apsilankė Londono muziejuje.  Giminaičiai pasiūlė jam atlikti kelias istorijos užduotis. Padėk Lukui jas atlikti. Įvardyk valstybę, kurios teritorija pažymėta šaltinyje.","dataType":"sc:Integer","source":{"@id":"78116","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM7_2"}}},{"@type":"cr:Field","name":"T6_SM8_1","description":"T6_SM8.1: Išnagrinėk žemėlapį ir atlik užduotis. Įvardyk vandenyną, kuris pateiktame žemėlapyje užima didžiausią plotą.","dataType":"sc:Integer","source":{"@id":"78105","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM8_1"}}},{"@type":"cr:Field","name":"T6_SM8_2","description":"T6_SM8.2: Išnagrinėk žemėlapį ir atlik užduotis. Kurioje eilutėje visų išvardytų valstybių krantus skalauja žemėlapyje pavaizduotas vandenynas?","dataType":"sc:Integer","source":{"@id":"78142","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM8_2"}}},{"@type":"cr:Field","name":"T6_SM8_3","description":"T6_SM8.3: Išnagrinėk žemėlapį ir atlik užduotis. Kodėl A vietovėje vandenyno vandens druskingumas paviršiuje mažesnis negu B vietovėje?","dataType":"sc:Integer","source":{"@id":"77733","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM8_3"}}},{"@type":"cr:Field","name":"T6_SM8_4","description":"T6_SM8.4: Išnagrinėk žemėlapį ir atlik užduotis. Pasaulio vandenyne Pietų pusrutulyje yra tik viena jūrų srovė, kuri juda ratu ir apjuosia Žemės rutulį. Parašyk šios srovės pavadinimą.","dataType":"sc:Integer","source":{"@id":"77812","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM8_4"}}},{"@type":"cr:Field","name":"T6_SM9_1","description":"T6_SM9.1: Ištrauka iš A. Diuma romano „Karalienė Margo“. Iš ATR Varšuvos konfederacijos akto, 1573 m. Kokie tikintieji ir kokioje šalyje buvo žudomi A šaltinyje aprašytuose įvykiuose?","dataType":"sc:Integer","source":{"@id":"78258","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM9_1"}}},{"@type":"cr:Field","name":"T6_SM9_2","description":"T6_SM9.2: Ištrauka iš A. Diuma romano „Karalienė Margo“. Iš ATR Varšuvos konfederacijos akto, 1573 m. Kitaip negu A šaltinyje, B šaltinyje skelbiama religinė","dataType":"sc:Integer","source":{"@id":"78601","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM9_2"}}},{"@type":"cr:Field","name":"T6_SM10_1","description":"T6_SM10.1: „Europos mentaliteto storija“, Aidai, 1998. Įvardyk istorinį laikotarpį, kuris aprašomas šaltinyje pateiktoje ištraukoje. Argumentuok savo atsakymą.","dataType":"sc:Integer","source":{"@id":"77727","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM10_1"}}},{"@type":"cr:Field","name":"T6_SM10_2","description":"T6_SM10.2: „Europos mentaliteto storija“, Aidai, 1998. Kuris šaltinyje minimas medis senovės Lietuvoje buvo laikomas šventu?","dataType":"sc:Integer","source":{"@id":"78623","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM10_2"}}},{"@type":"cr:Field","name":"T6_SM10_3","description":"T6_SM10.3: „Europos mentaliteto storija“, Aidai, 1998. Kaip vadiname tikėjimą, kurį išpažįstantys žmonės garbina gamtą?","dataType":"sc:Integer","source":{"@id":"78672","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM10_3"}}},{"@type":"cr:Field","name":"T6_SM10_4","description":"T6_SM10.4: „Europos mentaliteto storija“, Aidai, 1998. Kaip vadiname tikėjimą, kurį išpažįstantys žmonės garbina gamtą?","dataType":"sc:Integer","source":{"@id":"78192","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM10_4"}}},{"@type":"cr:Field","name":"T6_SM10_5","description":"T6_SM10.5: „Europos mentaliteto storija“, Aidai, 1998. Žymus okeonografas, keliautojas, tyrinėtojas Ž. Y. Kusto yra pasakęs: ,,Anksčiau gamta baugino žmogų, o dabar žmogus baugina gamtą.“ Paaiškink, ką jis tuo norėjo pasakyti.","dataType":"sc:Integer","source":{"@id":"77959","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM10_5"}}},{"@type":"cr:Field","name":"T6_SM11_1","description":"T6_SM11.1: Mont San Mišelis yra didžiulis benediktinų vienuolynas Prancūzijoje <...>.  Kuriam Europos regionui priklauso Prancūzija?","dataType":"sc:Integer","source":{"@id":"78438","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM11_1"}}},{"@type":"cr:Field","name":"T6_SM11_2","description":"T6_SM11.2: Mont San Mišelis yra didžiulis benediktinų vienuolynas Prancūzijoje <...>. Įvardyk gamtinį reiškinį, dėl kurio susiekimas su šiuo vienuolynu yra sudėtingas. Nurodyk vieną priežastį, dėl ko susidaro šis reiškinys?","dataType":"sc:Integer","source":{"@id":"78495","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM11_2"}}},{"@type":"cr:Field","name":"T6_SM11_3","description":"T6_SM11.3: Mont San Mišelis yra didžiulis benediktinų vienuolynas Prancūzijoje <...>. Kokiu tikslu viduramžiais pilys ir vienuolynai būdavo statomi tokiose vietose?","dataType":"sc:Integer","source":{"@id":"78273","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM11_3"}}},{"@type":"cr:Field","name":"T6_SM11_4","description":"T6_SM11.4: Mont San Mišelis yra didžiulis benediktinų vienuolynas Prancūzijoje <...>. Pateik vieną argumentą, kodėl viduramžių vienuolynai buvo svarbūs mokslo centrai.","dataType":"sc:Integer","source":{"@id":"78028","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM11_4"}}},{"@type":"cr:Field","name":"T6_SM12_1","description":"T6_SM12.1: Pagal „Europos mentaliteto istoriją“, Aidai, 1998. Tekste minimi karolingai. Paaiškink, kas tai yra.","dataType":"sc:Integer","source":{"@id":"78590","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM12_1"}}},{"@type":"cr:Field","name":"T6_SM12_2","description":"T6_SM12.2: Pagal „Europos mentaliteto istoriją“, Aidai, 1998. Tekste aprašomos „permainos ir darbo, ir šventės srityse“. Žmonių gerovei palankios permainos taip pat tuo laikotarpiu vyko ir kitose gyvenimo srityse. Istorikai šį laikotarpį p","dataType":"sc:Integer","source":{"@id":"77827","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM12_2"}}},{"@type":"cr:Field","name":"T6_SM12_3","description":"T6_SM12.3: Pagal „Europos mentaliteto istoriją“, Aidai, 1998. Kodėl Bažnyčia ir karalius siekė įsakymais įgyvendinti nurodymą sekmadieniais ilsėtis?","dataType":"sc:Integer","source":{"@id":"78280","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM12_3"}}},{"@type":"cr:Field","name":"T6_SM13_1","description":"T6_SM13.1: Remdamasis lentelėje pateikiama informacija apie Šiaurės Europos regioną atlik užduotis. Įvardyk didžiausią pagal plotą Šiaurės Europos regiono valstybę.","dataType":"sc:Integer","source":{"@id":"78318","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM13_1"}}},{"@type":"cr:Field","name":"T6_SM13_2","description":"T6_SM13.2: Remdamasis lentelėje pateikiama informacija apie Šiaurės Europos regioną atlik užduotis. Apskaičiuok, koks Suomijos gyventojų tankumas?","dataType":"sc:Integer","source":{"@id":"78070","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM13_2"}}},{"@type":"cr:Field","name":"T6_SM13_3","description":"T6_SM13.3: Remdamasis lentelėje pateikiama informacija apie Šiaurės Europos regioną atlik užduotis. Kokia galėtų būti moterų vidutinė gyvenimo trukmė Danijoje?","dataType":"sc:Integer","source":{"@id":"78604","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM13_3"}}},{"@type":"cr:Field","name":"T6_SM13_4","description":"T6_SM13.4: Remdamasis lentelėje pateikiama informacija apie Šiaurės Europos regioną atlik užduotis. Kodėl moterų vidutinė gyvenimo trukmė ilgesnė negu vyrų?","dataType":"sc:Integer","source":{"@id":"78549","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM13_4"}}},{"@type":"cr:Field","name":"T6_SM14","description":"T6_SM14: Užrašyk dvi tau žinomas Lietuvos Respublikos valstybines šventes.","dataType":"sc:Integer","source":{"@id":"78148","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM14"}}},{"@type":"cr:Field","name":"T6_SM15_1","description":"T6_SM15.1: Italijos paviršiaus profilis. Kurie kalnai pažymėti A raide?","dataType":"sc:Integer","source":{"@id":"78472","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM15_1"}}},{"@type":"cr:Field","name":"T6_SM15_2","description":"T6_SM15.2: Italijos paviršiaus profilis. Kuria pasaulio kryptimi pavaizduotas Italijos paviršiaus profilis?","dataType":"sc:Integer","source":{"@id":"78525","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"T6_SM15_2"}}},{"@type":"cr:Field","name":"NO_GAP","description":"*NO-GAP KINTAMIEJI*","dataType":"sc:Integer","source":{"@id":"77913","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"NO_GAP"}}},{"@type":"cr:Field","name":"AcSELF","description":"Akademinis Aš konceptas (NO-GAP)","dataType":"sc:Float","source":{"@id":"78513","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"AcSELF"}}},{"@type":"cr:Field","name":"EmoENG","description":"Emocinis įsitraukimas mokantis (NO-GAP)","dataType":"sc:Float","source":{"@id":"78137","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"EmoENG"}}},{"@type":"cr:Field","name":"AcVAL","description":"Akademinių veiklų vertė (NO-GAP)","dataType":"sc:Float","source":{"@id":"78674","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"AcVAL"}}},{"@type":"cr:Field","name":"BULL","description":"Viktimizacija ir patyčios (NO-GAP)","dataType":"sc:Float","source":{"@id":"78113","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"BULL"}}},{"@type":"cr:Field","name":"AuSUPP","description":"Autonomijos skatinimas (NO-GAP)","dataType":"sc:Integer","source":{"@id":"78650","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"AuSUPP"}}},{"@type":"cr:Field","name":"CoSUPP","description":"Kompetencijos skatinimas (NO-GAP)","dataType":"sc:Integer","source":{"@id":"77950","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"CoSUPP"}}},{"@type":"cr:Field","name":"ReSUPP","description":"Sąryšingumo skatinimas (NO-GAP)","dataType":"sc:Integer","source":{"@id":"78290","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"ReSUPP"}}},{"@type":"cr:Field","name":"SEC_I","description":"SES index constructed by CFA from items: B5+B6(a+b+h+i+j+k)+B8+B17a (NO-GAP)","dataType":"sc:Float","source":{"@id":"78424","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"SEC_I"}}},{"@type":"cr:Field","name":"SEC_I_N","description":"SEC_I transformed: interval 0-1 (NO-GAP)","dataType":"sc:Float","source":{"@id":"77955","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"SEC_I_N"}}},{"@type":"cr:Field","name":"SEC_D1","description":"Reversed 1st dimension of MCA: B5+B6(a+b+h+i+j+k)+B8+B17a (NO-GAP)","dataType":"sc:Float","source":{"@id":"77961","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"SEC_D1"}}},{"@type":"cr:Field","name":"SEC_D2","description":"2nd dimension of MCA: B5+B6(a+b+h+i+j+k)+B8+B17a (NO-GAP)","dataType":"sc:Float","source":{"@id":"78627","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"SEC_D2"}}},{"@type":"cr:Field","name":"SEC_C","description":"5 equal intervals derived from reversed 1st dimension of MCA (B5+B6(a+b+h+i+j+k)+B8+B17a) (NO-GAP)","dataType":"sc:Integer","source":{"@id":"78128","fileObject":{"@id":"LiDA_SurveyData_0528_Data_v1.sav"},"extract":{"column":"SEC_C"}}}]}]}