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Romania:Assessment in Early Childhood Education and Care

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Overview Romania

Contents

Romania:Political, Social and Economic Background and Trends

Romania:Historical Development

Romania:Main Executive and Legislative Bodies

Romania:Population: Demographic Situation, Languages and Religions

Romania:Political and Economic Situation

Romania:Organisation and Governance

Romania:Fundamental Principles and National Policies

Romania:Lifelong Learning Strategy

Romania:Organisation of the Education System and of its Structure

Romania:Organisation of Private Education

Romania:National Qualifications Framework

Romania:Administration and Governance at Central and/or Regional Level

Romania:Administration and Governance at Local and/or Institutional Level

Romania:Statistics on Organisation and Governance

Romania:Funding in Education

Romania:Early Childhood and School Education Funding

Romania:Higher Education Funding

Romania:Adult Education and Training Funding

Romania:Early Childhood Education and Care

Romania:Organisation of Early Childhood Education and Care

Romania:Teaching and Learning in Early Childhood Education and Care

Romania:Assessment in Early Childhood Education and Care

Romania:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Romania:Primary Education

Romania:Organisation of Primary Education

Romania:Teaching and Learning in Primary Education

Romania:Assessment in Primary Education

Romania:Organisational Variations and Alternative Structures in Primary Education

Romania:Secondary and Post-Secondary Non-Tertiary Education

Romania:Organisation of General Lower Secondary Education

Romania:Teaching and Learning in General Lower Secondary Education

Romania:Assessment in General Lower Secondary Education

Romania:Organisation of General Upper Secondary Education

Romania:Teaching and Learning in General Upper Secondary Education

Romania:Assessment in General Upper Secondary Education

Romania:Organisation of Vocational Upper Secondary Education

Romania:Teaching and Learning in Vocational Upper Secondary Education

Romania:Assessment in Vocational Upper Secondary Education

Romania:Organisation of Post-Secondary Non-Tertiary Education

Romania:Teaching and Learning in Post-Secondary Non-Tertiary Education

Romania:Assessment in Post-Secondary Non-Tertiary Education

Romania:Higher Education

Romania:Types of Higher Education Institutions

Romania:First Cycle Programmes

Romania:Bachelor

Romania:Short-Cycle Higher Education

Romania:Second Cycle Programmes

Romania:Programmes outside the Bachelor and Master Structure

Romania:Third Cycle (PhD) Programmes

Romania:Adult Education and Training

Romania:Distribution of Responsibilities

Romania:Developments and Current Policy Priorities

Romania:Main Providers

Romania:Main Types of Provision

Romania:Validation of Non-formal and Informal Learning

Romania:Teachers and Education Staff

Romania:Initial Education for Teachers Working in Early Childhood and School Education

Romania:Conditions of Service for Teachers Working in Early Childhood and School Education

Romania:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Romania: Initial Education for Academic Staff in Higher Education

Romania:Conditions of Service for Academic Staff Working in Higher Education

Romania:Continuing Professional Development for Academic Staff Working in Higher Education

Romania:Initial Education for Teachers and Trainers Working in Adult Education and Training

Romania:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Romania:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Romania:Management and Other Education Staff

Romania:Management Staff for Early Childhood and School Education

Romania:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Romania:Education Staff Responsible for Guidance in Early Childhood and School Education

Romania:Other Education Staff or Staff Working with Schools

Romania:Management Staff for Higher Education

Romania:Other Education Staff or Staff Working in Higher Education

Romania:Management Staff Working in Adult Education and Training

Romania:Other Education Staff or Staff Working in Adult Education and Training

Romania:Quality Assurance

Romania:Quality Assurance in Early Childhood and School Education

Romania:Quality Assurance in Higher Education

Romania:Quality Assurance in Adult Education and Training

Romania:Educational Support and Guidance

Romania:Special Education Needs Provision within Mainstream Education

Romania:Separate Special Education Needs Provision in Early Childhood and School Education

Romania:Support Measures for Learners in Early Childhood and School Education

Romania:Guidance and Counselling in Early Childhood and School Education

Romania:Support Measures for Learners in Higher Education

Romania:Guidance and Counselling in Higher Education

Romania:Support Measures for Learners in Adult Education and Training

Romania:Guidance and Counselling in a Lifelong Learning Approach

Romania:Mobility and Internationalisation

Romania:Mobility in Early Childhood and School Education

Romania:Mobility in Higher Education

Romania:Mobility in Adult Education and Training

Romania:Other Dimensions of Internationalisation in Early Childhood and School Education

Romania:Other Dimensions of Internationalisation in Higher Education

Romania:Other Dimensions of Internationalisation in Adult Education and Training

Romania:Bilateral Agreements and Worldwide Cooperation

Romania:Ongoing Reforms and Policy Developments

Romania:National Reforms in Early Childhood Education and Care

Romania:National Reforms in School Education

Romania:National Reforms in Vocational Education and Training and Adult Learning

Romania:National Reforms in Higher Education

Romania:National Reforms related to Transversal Skills and Employability

Romania:European Perspective

Romania:Legislation

Romania:Institutions

Romania:Bibliography

Romania:Glossary

Evaluation and Progression of Children

The aim of progress assessment of early pre-school children in units offering early education services is to guide and optimize the children development and learning in the period from birth to 3 years old. The progress assessment of early pre-school children is done based on national specific standards, respectively the „Fundamental references in learning and child development from birth to 7 years old” approved by Order of the Minister of Education. 

The syllabus for pre-primary education sets the general guidelines in evaluating children attainment levels (evaluation and assessment is not quantified in marks).

At the beginning of each school year the first two weeks are dedicated for collecting data on the children - the initial evaluation. Teachers observe the children during the different moments of the daily programme and talk to the children and their parents in order to build an image as accurate as possible on each child psycho-somatic development, knowledge, understanding and skills. The same provision applies to children enrolled during the school year.

Evaluation of the children is continuous and is not determined by the structure of the school year. Continuous evaluation is performed by the teacher through various means, including observation, conversation, small projects, etc. and aims at establishing the progress of the children during the school year.

Corrective measures, such as differentiated activities, remedial teaching, etc. are freely applied by the teacher.

The teacher keeps parents informed on the progress of their child and works closely with the specialised local services providing support for children development (Psycho-pedagogical Assistance Centers – Centrul Judeţean de Asistenţă Psihopedagogică and units and inter-school logopaedic centers).

A two-week final evaluation is recommended – but not mandatory – in order to assess the overall progress of the each child during the school year or during all pre-primary education. The official recommendation is to use a variety of evaluation methods during this period, without limiting to assessment and/or evaluation fiches. Based on the results of this final evaluation teachers determine the educational strategy to be applied the next school year and/or make recommendations for the children ready to enroll in primary education.

According to the specific curriculum, the assessment is done continuously based on observation, and the collected data are recorded in the child’s portfolio with his/her works.

At the end of kindergarten, teachers fill in a psychopedagogical form for every child intended to characterise their development, and this form will be used when children are admitted in the 1st grade. The psychopedagogical form is different from one county to another and its role is not to recommend or not a child’s admission to the 1st grade. Children with development problems are directed by teachers, through their parents, to specialised offices for therapy or counselling, or to specialised education services.

Testing children or grading their work or giving qualifying descriptors is not allowed in kindergartens. The new curriculum promotes the idea of encouraging children and helping them to develop a positive self-image, gain confidence in their own abilities and individual progress at one’s own pace.

In pre-primary education children do not have to repeat the class, regardless of their attainment levels.

County Centres for Resources and Educational Assistance (Centrele Judetene de Resurse si de Asistenta Educationala - CJRAE) and respectively Bucharest Centre for Educational Resources and Assistance (Centrul Municipiului Bucuresti de Resurse si Asistenta Educationala - CMBRAE) form multidisciplinary teams for early intervention (together with teachers from units providing early pre-school education services) aiming to achieve the assessment of all children, the monitoring, early detection and appropriate early care for those with special needs or at risk in personal skills development.