Cerghit 1 defines the assessment as a value judgment that leads to a decision, M. Several definitions have been given to this process: I. Also, the skill based modern didactic involves the students' responsibility and the desire to evolve. The assessment is a focal point in the modern didactics because the contemporary school is described in terms of efficiency, as a ratio between input and output. Some of the behaviors can be found in international exams, as TIMMS, PISA or PIRLS, others derived from them. The present paper proposes a series of methods for assessing the skills in Romanian language and literature, through observable behaviors that indicate the level the students have reached, avoiding the focus on information and specific related behaviors, as memorizing and precise reproduction of some learning contents.
Although this involves changing the way to teach-learn-evaluate, the Romanian Language and Literature curriculum does not establish evaluation methods in this particular context of a skill based education. curriculum stipulates that the teachers should train the student's skills, within a modern education, where the students are not expected only to memorize and reproduce some contents, but also to use them and to develop positive attitudes in relation to the studied object as well. In this regard, the Romanian Language and Literature skill assessment means new challenges for the teachers involved in national exams. It is said that the Romanian language and literature assessment is subjective, partially partly because of the subjective items that the exam subjects contain, as the assessor not only evaluates the learning content, but also the form of the writing.
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