Modern Evaluative Practices in Teaching Romanian as a Foreign Language

Abstract

This paper focuses on the analysis of pedagogical paradigm shifts in the field of language
skills assessment, using the teaching of Romanian as a foreign language as a focal point. Strategies as
formative assessment, which provides immediate and constructive feedback, and self-assessment –
designed to stimulate the foreign student's autonomy in monitoring their own progress according to the
levels of the Common European Framework of Reference for Languages are analyzed. The article
describes the stages of the evaluation process, with emphasis on the importance of each component:
descriptors, evaluation criteria, self-assessment. The research methods used are observation and case
study. It shares efficient assessment practices applied in the groups of beginners. The modernization of
assessment techniques in teaching Romanian as a foreign language represents a redefinition of the
relationship between teacher and student; the teaching process becomes transparent, predictable, and
focused on the real progress of the student. The article has significant academic and practical value,
especially in the current context of globalization and the increase in the number of foreign students in
the Republic of Moldova.