In accordance with School Education Law (Law 198/2023), the purpose of assessment is to guide and optimize learning, as well as to manage one’s own learning results.

All assessments are conducted based on national assessment standards for every school subject.

In primary education, the results of assessment are expressed with grades (levels of achievement).

Verification of teachers’ use of and compliance with national assessment standards is provided through school inspection. 

Assessment is focused on competences, provides real feedback to students and underlies individual learning plans.

It is obligatory that students with learning disabilities benefit from remedial education.

At the end of the preparatory grade, the teacher in charge draws up, based on a methodology developed by the Ministry of Education, an evaluation report on the students’ physical, socioemotional, cognitive, language and communication development, as well as on their development of learning skills and attitudes.

The general and specific rules concerning students’ assessment, grading and progression are laid down in the Framework rules for the organisation and functioning of school education establishments – ROFUIP (Ministerial Order No 4183/2022).

The number of grades/marks a student will be awarded annually for every school subject is determined by each teacher, depending on the number of learning units and the number of hours per week allocated to a subject in the framework curriculum.

For every subject, the number of grades/marks gained by a student annually is at least the number of hours per week allocated to the subject in the framework curriculum plus three.

The assessment methods and tools are chosen by each teacher taking into account their students’ age and psychological particularities, and also the specificity of their subject.

In primary education, assessment can take the form of: (a) oral assessments, (b) tests and papers, (c) experiments and practical activities, (d) projects, (e) other tools determined by the curriculum board and approved by the head teacher or tools developed by the Ministry of Education/school inspectorates. 

In primary education, in grades 1-4, students will have for each subject at least two assessments in the form of tests/papers in a school year.

In primary education, every student assessment (continuous, formative or summative) in each school subject results in one of the following grades (levels of achievement): insufficient, sufficient, good and very good. The final grade in each school subject should be one of the four grades above.

Students are assessed based on the curricular standards laid down in the National Curriculum and the national standards and performance descriptors set out for every school subject and every school grade.

A grade awarded by a teacher for every assessment should be communicated to the student concerned. Teachers also have an obligation to record students’ grades in the class records and in students’ booklets. The final grade for a subject is also entered in the school’s matriculation register. Students’ official school records throughout their schooling are those entered in the class records and the matriculation register; these are school documents subject to permanent archiving in schools, and then in the State Archives.

At the end of a school year, teachers have to complete their students’ record of achievement in every school subject. Completing a student’s end-of-the-year record of achievement means determining and registering their final grade for each school subject in the school documents.

For primary education, the final grade in a subject is determined as follows: the first two most frequent grades gained during the school year are chosen, then, during the periods dedicated to revision and reinforcement of learning, following the application of some summative assessment forms, the teacher may opt for one of these two grades based on the following criteria: 

• a student’s progress or regress,
• the relation between effort and achievement,
• a student’s increase or decrease in motivation,
• the completion of tasks from the additional training or remediation programme, which were determined by the teacher and notified to student’s parent, guardian or legal representative.

Considering the results of continuous assessment, teachers may decide on the need for remedial education activities for students with learning difficulties. 
Teachers conduct differentiated activities in the classroom during lessons.

In primary education, students may progress from one school grade (year of study) to the next if for every subject studied in the grade under consideration have gained at least the final annual grade sufficient. 

At the end of the preparatory grade and grade 1, students cannot be required to repeat the year. 

Students who, throughout a school year, showed learning difficulties, which are documented in the evaluation report on their physical, socioemotional, cognitive, language and communication development, as well as on their development of learning skills and attitudes, stay with their group and, in the next school year, enter a school remediation programme conducted by a primary education teacher/educator together with a specialist from the County Centre for Educational Resources and Assistance / Bucharest Centre for Educational Resources and Assistance.

Students who, at the end of the year, cannot have their record of achievement completed in one or several school subjects for the reasons below are declared “delayed”: 

• they were absent, for a good reason or unreasonably, from at least 50 % of the class hours assigned to those subjects in a school year and were not awarded the minimum number of grades indicated in Framework rules for the organisation and functioning of school education establishments
• they were exempted for a period from school attendance by the head teacher following an official request, during their participation in national or international festivals and vocational, cultural-artistic and sport competitions, sport training camps and specialised training
• they received a scholarship abroad which is recognised by the Ministry of Education
• they studied, for a limited period of time, in other countries
• they do not have enough grades for the award of an average grade or do not have annual grades in those subjects recorded in the class records by their teacher due to other reasons than the ones above, not attributable to the teacher.

Delayed students have their end-of-the-year record of achievement completed before the examination session dedicated to students who failed in one or two subjects, in an interval set by the board of the school. Delayed students who fail one or two subjects in the examination session for having their record of achievement completed can participate in the examination session dedicated to students who failed in one or two subjects. Delayed students in the preparatory grade and grade 1 who do not participate in the examination sessions are re-enrolled in the grade for which their end-of-the-year record of achievement has not been completed. 

Students who get the grade “insufficient” for at most two school subjects and students who do not pass the examination for completing their record of achievement in two subjects at most are declared “failed”.

For failed students, there is only one examination session organised annually, in a period set by the Ministry of Education. 

After the examination session for failed students has finished, students who failed only one subject are entitled to ask for a reexamination. A reexamination is approved by the head teacher, in reasonable cases, once in a school year.

Students who failed must learn, for the examination dedicated to them, all the contents provided for in the subject curriculum for a particular school grade (year of study). 

The examination of failed students take place before a board appointed by the head teacher, composed of a chair and two members; one of the two members is a teacher working with the student concerned.

Depending on the decision of the head teacher, the examination of failed students is made up of two of the following three possible tests: an oral test, a written test, a practical test. In most cases, the combination used is an oral test plus a written test, except for school subjects which are mainly based on practical activities (like the subjects in the curricular area Technologies).

The duration of the written test in primary education is 45 minutes, and students may opt for one of two topics. For the oral test, students randomly draw an examination note from the notes prepared by the board. The student may change the note only once.

Each teacher who is a member of the examination board independently awards a grade in each test and a final grade for the examination. The final result is determined by the board teachers through consultation. The grade awarded in the examination for failed students become the final annual grade in the subject concerned and is entered in the class records and in the matriculation register.  

According to the legislation in force, students who, at the beginning of a school year, are in one of the following situations are declared „repeaters”:

• students who gained the annual grade „insufficient” in more than two subjects
• students who gained the annual grade „insufficient” for conduct, irrespective of their final grades awarded for school subjects
• failed students who do not take the examination for failed students or those who do not pass the examination in all the subjects they failed
• delayed students who do not take part in the session for having their record of achievement completed in at least one subject. 

Repeaters may re-enroll in the appropriate grade the next school year in the same school or in other school. 

In accordance with School Education Law (Law 198/2023), school dropout is when a primary beneficiary of education stops attending compulsory education, as demonstrated by groundless school absences which led to an impossibility to complete two successive school years.

People who are more than 3 years older than the typical age for a grade in primary education, may attend compulsory education within a second-chance programme.
The teacher council approves the report on the annual records of achievement presented by every primary education teacher / class teacher, as well as the records of achievement after the completion of the examination sessions dedicated to delayed and failed students and to curriculum differences. The teacher council also validate/approve, as appropriate, disciplinary sanctions for students who misconduct, in compliance with the provisions with the Student Charter and the school’s organisation and functioning rules and validates grades less than “good” in conduct for students in primary education.

The majority of schools organise during the summer holiday intensive periods of remedial education in order to help students who failed one or two school subjects to prepare for their examinations.

At the end of the school year, every school has an obligation to report the statistical situation of their students both to the School Inspectorate and to the local branch of the National Institute of Statistics. The head teacher should mention students’ situation in their semester and annual activity report. Statistical situations are centralised by the National Institute of Statistics and the Ministry of Education and become part of the Statistical Yearbook and the Annual Evaluation Report of the Ministry of Education. 

For primary education there is no final examination or a formal certification, and students who complete primary education progress directly to middle school (lower secondary education). 

In certain situations (school dropout, continuance of studies abroad, etc.), the school may issue, on request, a transcript of records for every year completed, mentioning the school subjects and the final grades gained by the student.