Evaluarea progresului studenților în demersul bazat pe competențe

The assessment is an action of knowledge about some phenomena, results of an activity, status and functionality of a system. It is realized with a distinct purpose, based on some criteria suitable to fixed objectives, in order to adopt a decision which will improve this entity. Skills paradigm is marked by an epistemological dissolution: the passing from a positivist epistemology of knowledge to a epistemology of complexity. So, assessment in Skills paradigm becomes complex, because the skill involves a series of operations: mobilization of adequate resources, verifying the relevance of these resources, their efficient transmission, contextual approach, checking the correctness of the result and so on. In this new pedagogical context specific rules will lead the design of the evaluation: focus on skills development and not strict rendering of knowledge; integration of different notions and skills already developed; fixation on complex situations integrated into families of situations. The use of criteria in skills evaluation through complex situations has multiple advantages: correct marks, capitalizing on the positive points of students, identifying students in situations of academic failure.