Attestation committee
Accreditation committee
Expert committee
Dispositions, instructions
Normative acts
Scientific councils
Scientific advisers
Doctoral students
Postdoctoral students
CNAA logo

 română | русский | english

CNAA / Theses / 2006 / June /

Conceptualizing The Assessment of Pupils’ Communicative And Literary Skills

Author: Maria Hadîrcă
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Scientific adviser: Vlad Pâslaru
doctor habilitat, professor, Institute of Education Sciences
Scientific council:


The thesis was presented on the 29 June, 2006
Approved by NCAA on the 28 September, 2006


Adobe PDF document0.50 Mb / in romanian


CZU 37.0(043.3)

Adobe PDF document 1.26 Mb / in romanian
161 pages


assessment, assessment concept, assessment model, strategy of assessment, pedagogical/ didactic/educational/school assessment, assessment based on pedagogical objectives, assessment based on school skills, initial/predictive assessment, continuous/formative assessment, final/normative assessment, authentic/contextualized assessment, pedagogical/educational finality, assessment system/subsystem, assessment process, principles of assessment, educational /performance standards, didactic/learning unit, school results/performance, school/disciplinary skills, general/specific skills, communicative skills, literary/reading skills, integrated assessment model, assessment criteria, reference/assessment criteria, performance index/describers, assessment tests/exercises


The present research on “Conceptualizing the assessment of pupils’ communicative and literary skills” represents an analytical-descriptive, conceptual and methodological study on school results assessment (SRA). The research is focused on the assessment of pupils’ communicative and literary skills, acquired through linguistic and literary education (LLE), which is viewed as an assessment concept and as a model capable of ensuring the interaction of the process of acquiring respective skills with the process of assessment thereof, by combining the formative assessment with the normative assessment, both of them being centered on the same skills.

The premises which have generated the present research are: the insufficiency of concepts and methodology in addressing the matter of SRA, the lack of clarity as concerns the object of SRA and its reference system, the inadequate and inefficient character of the existing assessment model adopted for setting and achieving the SRA, in general, and those specific for the LLE, in particular, the teaching staff’s negative perception as to the existing method of setting and achieving the SRA for the LLE, the crisis in school skills as final results of the LLE a. o..

Departing from these premises, the author analyzes the state of matters in the system of school assessment, particularized for the course of LLE, reveals the values and the deficiencies of the existing assessment model focused on pedagogical objectives, identifies a lack of final objectives in the national curriculum and, in particular, in the disciplinary curriculum, formulates the final objectives for the LLE with the main references in conceptualizing the assessment of communicative and literary skills.

The concept developed is based, on the one hand, on the integration of curriculum objectives into a system of skills identified as the object of the process of acquiring-assessment, and, on the other hand, on the integration of the formative assessment with the normative assessment with a view to achieving the same final objectives/skills. The concept abides by the principles of SRA, it corresponds to the requirements of an authentic assessment, and takes into account the principles of the formative-productive learning.

The ideas of the concept are materialized in the model of integralized assessment of school skills, a model that has been validated through an experiment. The theoretical and practical results of the research indicate the need to change the perspective on, and the approach to, the setting and achieving of the SRA, in general, and those specific for the LLE, in particular; the results also suggest a re-conceptualization of the SRA expressed as skills specific for the LLE.