Évaluation basée sur les compétences. La Roumanie dans le contexte européen
Competency-based assessment. Romania in European context

Summary/Abstract: Most of the education systems in the EU have opted for a curriculum organized by competences, which has led to changes at the evaluation level: evaluation of education systems, schools, teaching staff, students. The transition from "traditional assessment" - knowledge assessment - to "modern" evaluation - skills assessment - is a difficult process for all education systems. Difficulties arise primarily from the lack of consensus on what competences mean, competency-based assessment or performance standards and, secondly, the specificity of each education system.This article proposes an analysis of the problematic of the evaluation based on competences - concept, results, impact - at the level of the Romanian education system in comparison with other education systems in the EU. From a theoretical point of view, we will call two of the most well-known theories focused on competency assessment: one targeting the macro-educational level - New Public Management (NPM) - and another focused on the micro level- School Effectiveness (SE). Data from national surveys, but especially those from international surveys, carried out by institutions authorized to collect and process statistical data (OECD, MEC ), provide the empirical basis of the article. The representativeness of the samples, the national and international character of the data allow us a systematic and comparative analysis of the problem of the evaluation based on competence. The specificity of the statistical data used in this article determines us to opt for secondary data analysis as a research method.

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