Assessment Strategies of Academic Performances used in University. Ascertaining Study

The comprehensive significance of evaluation is that of a complex psycho-pedagogical act of establishing the relevance and value of benefits, performances, behaviors, processes, etc., by comparing them to a system of performance indicators, i.e. pre- established criteria and standards. Trying to establish the relationship between the results obtained in the instructive- educational process and the desired one through formulating operational objectives, the assessment strategies are the component of educational action that validate, respectively confirm or deny the achievement of performances followed in instructive-educational activities.In the present study, we aim to identify which are the assessment strategies used particularly in universities to assess students’ academic performance. To do this, we have conducted an ascertaining study and applied in the 2011-2012 academic year, a semi-structured interview to students from the Faculty of Mathematics Informatics, Department of Mathematics, to a total of 72 subjects. The interview consisted of 10 questions relating to the evaluation methods used in the university. For illustration, we present and analyze the responses obtained to 5 of the interview questions. Analysis of feedback from students shows that most often are assessed by written evaluation methods, i.e. examinations during the examination period, 83.3% of answers, and the practical assessment method is used in 9.7% of cases, and the oral evaluation method in 5.6% of cases. The written evaluation method is preferred by teachers probably due to the large number of students of a department or faculty. Students consider this method as an objective evaluation because it measures exactly the level of knowledge and skills acquired. Following the study and analysis of psycho-pedagogical, we plead rather for an ongoing evaluation, and not a final one, thus eradicating the paradoxical situations, the grades expressing the quality and degree of improvement achieved by the students, thus adjusting continuously their effort in learning, reducing the gap between the volume of taught knowledge and the amount of assumed skills and competences. In checking the knowledge it is appropriate to focus on the development of student thinking by requiring reasoned answers, based on logic, trying to give a formative content to the moment of checking.