ROMANIAN TEACHERS' SELF-PERCEIVED ASSESSMENT SKILLS AND SELF-REPORTED NONACHIEVEMENT-BASED GRADING PRACTICES.

In this paper are presented the resuts of a study regarding the self-perceived assessmnet skills of Romanian teachers. An instrument regarding the self-perceived assessment skills was applied to N=108 teachers. From the seven factors of the instrument, it was found that the Romanian teachers who participated in this study reported that they are the least skilled in a) nonachievement-based grading and b) standardized testing, test revision, and instructional improvement. In a second study, items related to the practices of nonachievement-based grading were applied to N=185 teachers. The analysis of data revealed that the teachers use occasionally this practice. A focus group (N=5 Chemistry student teachers) on the topic of inclusion of nonachievement factors in grading was undertaken. Altrough the participants' opinions varied, the overall conclusion was that some nonachievement factors could be included in grading, and the participants proposed some specific conditions for this. [ABSTRACT FROM AUTHOR]

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