ABSTRACT: Are school assessment methods changing in our country? There is a tangible need for different assessment tools, a need drivenby the process of innovation in school curricula and new norms for assessment and the certification of competences but at the same time slowed down by fears and certain elements of discontinuity in the legislation itself. Based on interviews with protagonists in the school system, this article looks at the features and problematic issues related to assessment aimed at promoting student competences even before the outcomes are assessed. A case is made for the use of assessment rubricsconsidering their strengths and weaknesses, together with indications for their creation and sharing among teachers and students. Finally, the article deals with the question of the need for coherence between methods and tools for assessment used during the school year and those contained in the end–of–year state exam.

KEYWORDS: assessment of competences, student–centred approach, rubric, grid/check–list, exams.