National expert team presents their feasibility study on scaling innovation. Listen to the experience of the Moldova Team.
Originally published: March 2021
In 2015-2019 a project was implemented in the Republic of Moldova to introduce a criteria-based assessment through descriptors [CAD]. The project was sponsored by the Ministry of Education, Culture and Research of the country. The beneficiaries were all the primary school students in the country, and the target audiences were the teachers and scientific researchers.
The objectives of the project were linked to the concept of the criteria-based assessment through descriptors in the context of the articles of the Education Code of the Republic of Moldova, and normative documents in the sphere of education. The project’s objectives also included the development of the teachers’ assessment culture
In the perspective of criteria-based assessment through descriptors [CAD], in the context of teaching focused on competencies and modernization trends of the assessment process. The general characteristic of the innovation that we assessed is a cascade system to introduce criteria-based assessment through descriptors, with activities from the national level to the school level,
Strengthening the reform and institutionalizing application by teachers and students. A sub-feature of the general characteristic is the CAD methodology and methodological guides that help to introduce the criteria-based assessment through descriptors. To implement the characteristic, various activities were conducted: at the national level, the Ministry of Education, Culture and Research
Developed the CAD concept and methodology and a program for continuing education courses aimed at national trainers and teachers. At the district, municipal and school levels, there were training seminars, meetings, round tables and methodological consultations on CAD introduction. The developed methodology of criteria-based assessment through descriptors [CAD] has led to an enhancement of
Teachers’ assessment culture, and students’ capacity in self-assessment and mutual assessment. It is the provision of systematic and continuous methodological support for teachers that has contributed to the achievement of the results. The data for this assessment was collected by all the team members, through document analysis.
Most of the data came from External Monitoring of the CAD implementation process in primary education, and a questionnaire to assess CAD implementation at the present stage, that was developed additionally. In this methodology, the External Monitoring of CAD and the additionally developed and conducted questionnaire became the main tools to track the results obtained.
The main methods of data collection used at this stage in primary education were: observations, interviews, focus groups, document analysis. Primary school teachers’ assessment culture will grow. This means that the students will not be assessed by grade, but by descriptors. The assessment will be stimulating and feedback-based, which will help
The students and the teachers. The student’s assessment in the CAD process is to operate with the criteria for all children. As a result, primary school students will be able to monitor their activities, verify the performance of educational tasks, learn the basics of self-control, self-assessment, and mutual assessment.