The 8th Grade National Evaluation is “too narrow and too punctual,” said the Minister of Education, Daniel David, in a recent statement. Behind this remark lies a much broader conversation that directly concerns children: what exactly are we measuring through exams, and how much of who they truly are is reflected in the results?
Raluca Tarcea, Director of Experience & Strategic Development at Avenor College, examines this narrow path in comparison with the Avenor educational model — a school that focuses on developing real competencies, fostering conceptual understanding, and nurturing each child’s character.
A necessary, albeit uncomfortable, conversation
For years, the National Evaluation has been treated as a given. “This is how it’s done; this is how we went through it; this is how the system is used to functioning.” Two written tests, Romanian and Mathematics, determine not only which high school a child will attend for the next four years, but often also influence the trajectory of their future.
Recent statements by the Minister of Education highlight a truth already documented by studies and specialist reports: in its current form, the National Evaluation no longer aligns with the promises of the Education Law, nor with European practices. It is an exam with extremely high stakes, yet it rests on a surprisingly narrow foundation.
The diagnostic report describes the 8th-grade evaluation as restrictive relative to the competencies that middle school is meant to develop, with disproportionate selection stakes for a stage that still belongs to compulsory education. In other words, a few hours of examination are turned into a moment of excessive pressure for a 14–15-year-old, on which a significant part of their future path comes to depend.
Two exams versus eight key competencies
The pre-university education law identifies eight key competencies that schools should cultivate: the ability to read, write, and understand messages; multilingual skills; mathematics and science; digital, personal, and social competencies; the capacity to learn how to learn; civic and environmental competencies; entrepreneurial skills; and cultural and artistic skills. These were also highlighted recently by Minister Daniel David at the “What’s Worth Learning?” conference held at Avenor College.
If we look honestly at this list and ask how many of these competencies are actually reflected in exams focused solely on Romanian and Mathematics, the answer is uncomfortable. Of course, these subjects are fundamental, but they alone cannot represent the full developmental profile of an adolescent.
Furthermore, the current National Evaluation model has no equivalent in the European Union. Many education systems include end-of-cycle assessments that combine multiple subtests, or hybrid formats where written exams are complemented by projects, portfolios, oral assessments, and practical tasks. There is no universal formula, but the common principle is clear: a broad range of competencies should be assessed in authentic contexts, rather than merely testing the ability to solve a single type of exercise under strict time limits.
Seeing it from a parent’s perspective
For parents, the National Evaluation is far from theoretical. It takes the form of late-night studying, tense conversations about grades, and the fear that a fraction of a point could close a door. For many families, 8th grade becomes a narrow tunnel where everything revolves around the exam.
In this context, evaluating a broader spectrum of competencies, rather than relying solely on two tests, could make the assessment process fairer and more reflective of real learning. This does not mean an “easier” exam, but one that is more accurate and realistic. Children are not defined by a single exam. They are defined by how they think, ask questions, collaborate, handle mistakes, express curiosity, show creativity, and engage with the world.
When the evaluation system recognizes these dimensions, the message to children changes: you are not just a score; you are seen as a whole. For parents, it also changes the conversation at home, replacing “What grade did you get?” with “What did you learn?”, “What went well?”, and “What could you improve?”
8th grade at a school focused on the 3 Cs — Competencies, Conceptual Understanding, and Character: the Avenor example
At Avenor, the end of 8th grade highlights holistic learning across the middle school years, so that a student’s profile is seen in its entirety, not just through two written tests. By the end of middle school, students have already participated in international assessments in Mathematics, Science, and English, which test conceptual understanding and the ability to apply knowledge, not just memorised exercises.
In Romanian, students gradually build their identity as readers and communicators through extensive reading, memorizing poems, and delivering numerous oral presentations. Final assessments naturally include aspects that cannot be captured in written exams: clarity of thought, coherence of arguments, and the expression of their personal voice.
At 14–15 years old, the ability to speak in public and defend a point of view becomes as important as analysing a literary text. For many students, public speaking and presenting to peers and teachers becomes as memorable as an exam itself.
Learning extends beyond the classroom. Field trips, interdisciplinary projects, and extracurricular activities provide real contexts to apply knowledge. From nature excursions and museum visits to community-impact projects, every experience contributes to their growth. Participation in The Duke of Edinburgh’s International Award programme further develops responsibility, goal-setting, progress monitoring, and collaboration — essential aspects of character.
The curriculum is designed to integrate the three Cs — Conceptual Understanding, Competencies, and Character — naturally into everyday learning, not just formal assessments. Each student’s journey is documented through a portfolio of projects and reflections. This portfolio is not just a showcase; it is a tool for students to understand their growth: who they are becoming, what skills they have improved over two years, and how their thinking and working methods evolve.
End-of-middle-school evaluation considers three key points: where the student started, the level they have reached, and where they can realistically progress, based on effort and resources. It does not label students but provides a comprehensive view that supports conscious and informed steps toward high school. This approach does not eliminate the emotions of exams but shifts the perspective: from “I must get a grade” to “I am using my competencies to the fullest.” Ultimately, this is the essence of learning: progress, clarity, and confidence.
Balancing the desire for change with the need for predictability
At the national level, no one expects overnight changes. Behind every generation facing the National Evaluation are years of preparation and life plans, and instability would increase anxiety. At this stage, there is agreement with the Minister that major exams cannot be reorganised abruptly from one year to the next.
However, any new model must combine two principles: the courage to acknowledge the limitations of the current system and the responsibility to build a new one predictably and communicated in advance. This requires clear pilot programs with announced cohorts, sufficient time for adaptation, meaningful consultations with schools and teachers, and leveraging experiences where competency-based assessment is already practiced daily.
The long-term benefits of change
Reforming assessment is not cosmetic; it is a realignment of educational values. If exams measure competencies that matter for life, the benefits go far beyond high school admission.
We will have adolescents who understand their strengths, who are not defined solely by averages, and who have practiced thinking, arguing, creating, and collaborating throughout school. They will be accustomed to setting goals, tracking progress, and seeing a grade as a reference, not a verdict.
For parents, the real stake becomes perspective: not only the final grade, but the child’s full journey. How have they grown over four years of middle school? What curiosities have they discovered? How confident are they speaking in public? How do they respond to mistakes? A richer assessment system provides nuanced answers to these questions.
An invitation to dialogue
The discussion about the National Evaluation is ultimately about the kind of school we want. The transition will not be simple, but speaking openly about competencies, predictability, and alignment with European standards is already progress.
As parents, we can stay informed and engaged, ask questions, seek clarity, and support initiatives that put the child, not just the test, at the center. As a school, Avenor will continue to actively share what works.
Ultimately, the National Evaluation measures a moment, not a destiny. The three Cs — Concepts, Competencies, Character — show children the real path: how they think, how they act, and how they behave.
