Using Self-Assessment Methods and Techniques in the Context of Evaluative Actions Performed with Romanian Preschoolers

This study investigates the use of self-assessment in preschoolers by teachers in kindergartens in Romania, in the context of research that shows the essential role of self-regulation skills for child development. We wanted to find the answer to the question of whether there are significant differences between the use of evaluation performed by teacher, self-evaluation and inter-evaluation performed by preschoolers. The use of different self-assessment techniques was also investigated and we also wanted to identify the teachers' expectations regarding continuous training. The results show teachers' choice for classical assessment at significant differences from the use of self-assessment and inter-assessment. Self-assessment techniques based on scoring and correction are most commonly used by teachers, to the detriment of those that require personal reflection or the use of visual tools. There are significant differences and we could observe inconstancy in teachers regarding the use of self-assessment in preschoolers, depending on the didactic degree and work experience, but not according to the environment in which they carry out their activity. The results show that teachers consider continuing education courses the most suitable for better use of self-assessment in preschoolers.