ABSTRACT

Student evaluation in Romania is identified as primarily norm-referenced, or based on comparing student performances with one another. This is contrasted with criterion-referenced assessment and mastery learning - an instructional system based on it - which compares performances to established objectives and standards irrespective of how well others do. After presenting some of the rationale for and central features of mastery learning, we suggest some ways of implementing mastery learning and criterion-referenced assessment in Romanian classes, including a secondary psychology class as an example.