AN ACADEMIC COMPARATIVE STUDY ON THE ASSESSMENT OF PRIMARY SCHOOL STUDENTS IN SINGAPORE, FINLAND, UNITED KINGDOM, JAPAN, THE UNITED STATES, THE REPUBLIC OF MOLDOVA AND ROMANIA FROM A TRANSDISCIPLINARY PERSPECTIVE

This comparative study examines the organization and implementation of national assessment at the end of primary education in several leading countries in the global educational landscape. Assessment practices serve as indicators of academic performance, yet grading scales vary significantly across national systems. The article analyses the educational approaches of the selected countries with the aim of identifying integrative perspectives on the contemporary education systems. In a world undergoing continuous transformation, a holistic and personalized approach to teaching and learning becomes imperative. Learning systems must make the transition from monodisciplinary structures to transdisciplinary frameworks. The curricula of highly developed countries is based on science, robotics, and technology. All of these are discovered by the young learners through experiential learning. While in the United States the students showed reduced interest in the exact sciences, taking into consideration the reconsideration of its educational model, this is how Finland and Singapore have developed school curricula grounded in creativity and innovation, fostering skills that enable students to navigate real-world challenges. The Finnish curriculum for early grades adopts theme- or phenomenon-based learning, encouraging students to explore the real world through multidisciplinary projects. Assessment practices involving digital portfolios, projects, journals, and discussions extend beyond evaluating the final product; they encompass a range of transversal competencies such as collaboration (teamwork), critical thinking (the ability to gather and interpret information to solve a task), and self-regulated learning (autonomy in completing assignments).